C55ro 


CbarDpaigo  co.^Iil.-- Supt. 
di    schools 


Manual    aod  guide   for 
coiomon    schools . 


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188S. 


OF  THE 
UNIVERSITY  OF  ILLINOIS 


Manual   and  Guide 


FOR— 


COMMON  SCHOOLS, 


FOR  THE  USE  OF 


-V. 


-«  v., 


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TEACHERIxrpUPlL. 

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VRINTF.D  IX  THE  OFFICE  0¥ 
•'  OUR  COUNTRY  AND  VILLAGE  SCHOOLS, 
DECATUR,  ILL. 


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ALWAYS  RKADY 


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D.  H.  LLOYDE  &  SON'S, 

UEAI.KKS   IN 

BOOKS  PIANOS,  OR- ANS.  MISIC.  STATION UlY.  \V;ALL-PAPEU. 
FR  VME^.  FINE  PIANOS  AT  FROM  $200  to  $400. 
"Cvmhellu"  Orpins,  uitli  '>paiitifiil  "  Cliimp  of  Bells,"  875.00.  Orgms  for 
the  srl.ooi  iind  home  from  $:?0  to  8100  on  Montiiia  Paymenth,  or  to  rent. 
Sunpliea  f..r  Tea<her«».  S.-h-ols,  imd  Sciiohvrs.  Red  Mu^  Blank*,  Schedules, 
Examimithm  I'aper,  Vac.  Blotters  for  the  school  room,  free  of  charge.  Black- 
hoard  Slating.  Eraser>,  and  Cravon  Note  Books,  Tahh-ts,  SumUy  School 
Rewar.l  and  Birthdar  Cttrd<.  X'>te  paper  5  c-nts  per  ((uire.  Tlie  popular 
Text  Books,  such  as."How  K.  Tdk."  r,0  ris  ;  'Ilnw  t..  Wrir.-."  75  cts. ;  "  Fish's 
Arithmetic,"  No  1,  40  cts  ;  "Ooodrich's  Child's  IliMory."  50  cts  ,  and  otlier>  as 
recommended  by  the  Count.  School  Superimendent.  Fine  liup  of  All)Uins, 
Bihlf'*,  Gift  Books.  Standard,  and  .Juvenile  ho«.ks  in  fine  bindings,  for 
the  Holiday  trade.     B<M)k-'  for  tli.-  State  Reading  C'rcle  at  Lowest  rates. 

Oru.lEWKi.KU.  C.  S.  HILL,  d. PS  \Vat«;h  and  Cluck   repairing,   and   sells 
Watches,  Clocks  and  J^-welrv  very  low. 

Call  and  see  our  Full  Line  of  Famy  Goods.  Toys.  Notions,  Etc.  Always  wel 


come  at 


No.  9  Main  St.,  Champaign,  III. 


LIBRARY  \ 

OF  THE 
UNIVERSITY  OF  ILLINOIS 

MANUAL  AND  GUIDE 


% 


1.  COURSE  OF  STUDY. 

1.  Branches  Outlined. 

2.  Work  Limited. 

2.  CLASSIFICATION. 

1.  Primary  Division. 
a.  First  and  Second  Readers. 

2.  Intermediate  Division. 
a.  Third  and  Fourtli  Readers. 

3.  Advanced  Division. 
a.  Fiftli  Reader. 

3-  REGULAR  EXAMINATIONS. 

1.  Teacher's. 
a.  Montlily. 

2.  Superintendent's. 
a.  Central. 

a.  Annual. 
h.  Final. 

a.  Annual. 

4.  RECORDS. 

1.  Of  Monthly  Examinations. 
(Reported  to  Parents.) 

2.  Of  Central  Examinations. 
(Reported  to  Pupils.) 

3.  Of  Final  Examinations. 
(Reported  to  Pupils.) 

5.  AWARDS. 

<J  1.  Certificate  of  Rank  in  Class. 

a.  At  Central  Examinations, 
h.  At  Final  Examinations. 

(1h   "j  6.  CARE  OF  EXAMINATIONS. 

1.  Monthly,  Preserved  at  School. 

2.  Central,  "         Sup't's  Office. 

3.  Final,  ','  "  " 

^       7.  ANNUAL  EXERCISES. 

1.  At  Annual  Examinations. 
a.  General,  by  Class. 

2.  At  Final  Examinations 
a.  Addresses. 

8.  REPORTS. 

1.  Teacher  to  Parents. 

2.  Teacher  to  Superintendent, 

3.  Superintendent  to  Directors. 

9.  SCHOOL  EXHIBITS. 

1.  Of  Central  Papers. 

2.  Of  Final  Papers. 

3.  Op  February  Work. 

4.  Of  Miscellaneous  Work. 

10.  GOOD  LITERATURE,  (Reading  of.) 

1.  Special,  (In  District.) 

2.  General,  (In  County.) 

11.  CATALOGUE. 

1.  Of  Teachers. 

2.  Of  Central  Pupils. 

3.  Of  Final  Pupils. 

4.  Of  Exhibits. 

5.  Of  Schools  in  General. 
12  MISCELLANEOUS. 


Id 

h 


EXPLANATORY. 


COUKSE  OP  STUDY. 

Tliis  is  the  same  as  that  authorized  by  the  State  Supeiintendent  of  Public 
Instruction  in  1880,  and  again  reprinted  and  authorized  by  the  present  Superin- 
tendent. Tliere  are  a  few  modifications  of  this  course,  in  order  to  meet 
the  present  conditions  of  the  schools  in  this  county.  These  are  noted  at  the 
proper  places. 

1.  The  several  branches  of  study  ordinarily  pursued  in  ungraded  schools 
are  outlined  in  detail  for  the  purpose  of  selecting  the  practical  in  primary 
education. 

2.  This  detailed  outline  fixes  the  limit  of  the  monthly  examinations,  and  of 
the  class  work  for  the  year.  It  should  be  remembered  tJiat  this  has  nothing  to  do 
with  the  class  work  for  the  month,  so  far  as  its  limit  is  concerned.  Classes  are 
expected  to  do  more  than  is  here  outlined;  this  limit  being  intended  as  the  mini- 
mum, and  for  examinations,  alone. 

CLASSIFICATION. 

Reading:  Not  more  than /w  classes;  and  where  it  can  be  done,  let  the 
Fifth  Reader  be  omitted  for  a  wliole  or  part  of  the  term.  If  reading  is  care- 
fully taught,  we  do  not  need  the  Fifth  Reader  in  the  ungraded  schools.  In 
cases  where  the  Fifth  Reader  cannot  be  banislied,  it  is  well  to  secure  some 
collateral  reading,  and  place  the  members  of  the  Fourth  Reader  class  with 
those  of  the  Fifth,  for  the  purpose  of  arousing  some  emulation  on  the  part  of 
the  pupils ;  where  this  cannot  be  secured  the  readers  may  be  used  "  day 
about." 

Spelling:  Do  not  permit  more  than  three  classes  in  this  branch ;  two  are 
better.  If  j^ou  spell  everything  in  the  reader  as  the  class  progresses,  there  is 
no  necessity  for  purchasing  the  spelling  book  before  the  pupil  advances  to  the 
Fourth  Reader. 

Penmanship :  There  should  be  but  one  class  in  this  branch,  and  all  should 
be  enrolled  in  it  until  the  teacher  is  satisfied  that  the  persons  excused  have  a 
pretty  thorough  knowledge  of  the  subject,  as  well  as  being  able  to  write  a  good, 
plain  hand.  Have  all  tlie  younger  pupils  write  at  each  time  for  this  exercise, 
and  do  not  omit  the  class  work  for  any  came  whatever. 

Arithmetic :  Do  not  permit  more  than  three  classes  in  the  text,  viz :  the 
Primary,  Intermediate,  and  Advanced.  The  Primary  should  get  a  thorough 
knowledge  of  the  fundamental  rules  only  during  the  year ;  the  Intermediate 
should  complete  the  book  to  Percentage,  and  the  Advanced  should  complete 
the  book. 

Grammar :  At  present  there  should  be  but  two  grammar  classes,  viz :  the 
class  in  language,  and  the  class  in  technical  grammar.  The  Third  and  Fourth 
Readers  should  form  the  language  class  at  present.     Those  pupils  who  are 


31  i? 
1  ?^^" 


>>'/7. 


'.  -b 


3 


qualified  should  take  the  advanced  grammar  course  at  the  propc  time.  Teach- 
ers "will  exercise  care  in  recommending  promotions  in  grammar.  Do  not 
make  promotions  unless  they  are  qualified  to  carry  the  advanced  vt^ork. 

Geography :  But  two  classes  are  recommended  in  the  text-book.  Of  course 
oral  instruction  is  expected  as  outlined.  Examinations  will  be  constructed 
with  a  view  to  having  but  two  classes  in  the  text. 

United  States  History :  But  two  classes  should  be  tolerated  in  the  study, 
viz:  the  primary,  and  the  advanced,  as  outlined. 

The  classification  may  be  studied  by  reference  to  the  following  scfi-eme: 


S: 


Primary  Di- 
vision. 


First 
Second 


—     Reader 


O 

H 
m 

P3 
P 
O 


Intermediate 
Division. 


Third 
Fourth 


Reader. 


Advanced 
Division 


Fifth  Reader. 


REGULAR   EXAMINATIONS. 


f  Reading. 
Spelling. 
■{  Writing. 
i  Numbers. 
(^Language. 

Reading. 

Spelling. 

Writing. 
«J  Arithmetic. 

Geography. 

Language. 
I^U.  S.  History. 


'Reading. 
Spelling. 
Writing. 
Arithmetic. 
Geography. 
Language,  and 
Grammar. 
U.  S.  History. 


i  While  there  are  objections  to  regular  examinations,  no  way  of  enforcing 

^    the  u.>-e  of  a  course  of  study  has  yet  been  made  public,  that  will  apply  to  a 
^^    county,  or  even  to  a  township,  without  them. 

<       1.    By  the  Teacher's  Examination,  is  meant  those  which  he  holds  upon 

r    the  third  Friday  of  each  month,  beginning  in  October.      The  superintendent 

ii   furnishes  these  questions,  sealed,  and  uniform  for  the  county.    They  can  only 

be  opened  by  a  committee  selected  by  the  school,  on  the  day  of  the  examina- 

«  Jaon.  and  in  the  presen-^e  of  the  school.    (This  committee  should  be  chosen  on 

^   the  day  previous,  in  order  that  the  school  may  be  able  to  write  immediately 

'^   after  the  opening.)    This  committee  will  find  a  certificate  within  the  envelope 

"^S  which  it  will  sign,  filling  proper  blanks. 

'^^  Pupils  should  write  upon  both  sides  of  the  paper  if  necessary  to  complete 

^...  a  branch.      In  doing  so,  turn  the  paper  "  end  for  end,"  not  "side  for  side;" 
\  i.  e.,  turn  the  paper  from  you,  as  it  opens  in  the  bound  examinations. 

Number  the  answer  to  correspond  with  the  question,  placing  the  number 


979042 


in  Roman  notation  on  a  line  in  the  center  of  tlie  page,  tlius  separating  the 
paragraphs : 

I. 


11. 
III. 


n^K^ 


IV. 
V. 

As  a  rule,  use  ink  in  all  examination  work ;  it  is  more  permanent  and 
looks  better  than  lead  pencil.  Take  time  to  do  this  work,  and  endeavor  to 
make  a  clean  sheet  by  using  capital  letters  where  they  belong,  being  careful 


.e_^ 


C»_-t/C.<-->-t_  ^=- 


5 

in   penmanship,    correctly  spelling  all  words,  cautiously ,  paragraphing  all 
work,  and  studying  your  language. 

The  examinations  are  to  be  neatly  and  carefully  b^^und  in  the  following 
order :  place  the  questions  containing  the  certificate  of  the  committee,  first; 
the  penmanship  and  spelling,  second;  geography,  third;  U.  S.  History, 
/owrf/i;  grammar  or  language, _/i/if7i;  arithmetic,  sixth,  and  miscellaneous  work, 
last.  Over  all  this  place  the  manilla  cover  and  secure  with  the  fasteners  fur- 
nished from  this  office ;  when  thus  completed,  label  as  follows : 

(month) 
Examination  for i88 .  . 

(XAMK) 

School 

(name) 

Teacher 

(Note.— If  the  teacher  thinks  it  best  to  make  any  remarks,  he  should 
write  them  upon  a  sheet  of  the  regular  examination  paper,  and  bind  with  the 
month's  work.) 

The  superintendent  will  call  for  these  examinations  in  his  visits,  and  will 
expect  to  find'them  filled  as  directed  above. 

Teachers  and  pupils  are  asked  to  use  the  following  correction  marks  in 
both  paper  and  blackboard  work.  1.  This  =  shows  that  the  le  tter  under  which 
it  is  drawn  should  have  been  a  capital ;  thus,  richmond,   margaret.      When 

this   I  is  drawn  through  a  letter,  and  1.  c.  (lower  case),  is  placed  in  the  margin, 
it  should  have  been  a  small  letter ;  thus, 

1.  c.  The    ^Book  is  on  the    -"Table. 

j\ (caret).  Something  omitted. 

S  (dele).  Strike  out,  or  erase. 

/  Wrong  letter  or  mark. 

=  Use  capital. 

1.  c.  Use  a  small  letter. 

(  ,  )  Use  comma,  &c. 

?  Query. 

Indent.    {Set  iii). 


D 


New  paragi'aph. 


sxjperintendent's  examination. 

These  will  be  held  at  the  central  schools,  and  at  the  county  seat,  by  the 
superintendent  in  person,  unless  there  should  be  changes  in  the  future. 

The  examination  will  be  written,  and  conducted  in  the  same  manner  as 
those  of  last  year. 

All  pupils  making  an  average  of  eighty-five  per  cnt.  in  the  Centrals 
may  enter  the  Final  (annual)  examinations  in  March. 

These  examinations  will  extend  to  the  limit  of  the  work  at  that  date. 

Note. — Only  those  pupils  having  the  full  course  in  the  common  branches, 
and  recommended  by  the  teacher,  will  be  admitted  to  the  Centrals. 


6 


RECORDS. 

It  will  not  be  long  until  a  proper  record  for  preserving  the  grades  made 
in  the  examinations,  will  be  furnished  by  the  county,  or  by  the  district. 
Until  such  time  the  following  plan  is  recommended :  the  teacher  will  enter 
the  names  of  all  his  pupils  on  another  page  of  the  register  and  the  names  of 
the  branches  pursued  over  the  terms  "Mon,  Tues,  Wed,  Thurs,  Fri."  Under 
these  branches  he  can  enter  the  averages  made  on  examination  and  in  an  extra 
column  give  the  general  average.  Teachers  will  thus  find  that  a  page  will 
hold  the  record  for  a  year,  and  will  appear  thus : 


(MONTH   nEKB.) 


NAME. 


> 


John  Tyler. 
John  Adams. 
CTA.Arthur. 
jamea  K.  Polk, 


14    92 

)-8J85 

I  18  I  95 

16191 


aT  Jackson.  |  10  |  60 


88    75  I  TO  I  80  I  75  I  90  I  81  3-7 

85  I' 90  I  70  1 i i f82'l-J 

93  I  75  1  96  I  83^68  T  90  I  84  3-7 
90196  I  88  175  r'80  I  95  I  89 'O 
70  I  90  I  95  I I I r78"3^ 


80 


'6""|    Anna   Symmes. |    6  1  75  |  80  |  90  |  75  |       | 

By  simply  repeating  the  same  names  of  branches,  the  next  month  will  be 
carried  forward  seven  spaces,  and  so  on  to  the  close  of  the  year.  If  your 
school  is  large  it  will  be  well  to  ask  some  member  of  the  school  to  copy  the 
grades  for  you.  At  least,  leave  some  record  of  the  progress  and  standing  of 
your  pupils  for  the  inspection  of  interested  parties. 

Tlie  superintendent  will  carry  a  blank  book  with  him  during  the  Central 
examinations,  in  wliich  he  will  enter  the  grades  and  averages  of  all  pupils 
examined ;  these  grades,  names,  &c.,  will  be  entered  in  a  record  kept  at  his 
office  for  this  purpose. 

He  will  keep  a  similar  record  of  the  Final  examinations. 

AWARDS. 

The  superintendent  will  award  the  following  certificates  of  Rank  in 
Class:  one  at  the  Central  examination,  which  shall  give  the  pupil's 
grades,  averages,  t&c,  showing  his  rank  in  tlie  class  examined.  He  will  issue 
a  similar  certificate  to  those  attending  the  Final  examination.  The  latter  will 
be  more  elaborate,  and  artistic  than  the  former. 

CARE  OP  THE  EXAMINATIONS. 

In  a  few  cases  we  find  teachers  very  negligent  concerning  the  care  of  past 
examinations.  This  is  certainly  an  oversight  and  should  be  remedied.  If 
there  is  no  desk  or  drawer  for  these  monthly  examinations,  the  teacher  can 
easily  solicit  some  young  man  or  pupil  to  build  a  receptacle  for  the  books. 
By  a  little  ingenuity  a  "  cracker  box  "  (or  other  box  of  suitable  dimensions) 
may  be  quickly  fitted  up  for  this  purpose.  This  should  be  closed  so  as  to 
exclude  the  dust.  When  teachers  are  unable  to  secure  a  door  properly  hinged, 
it  would  be  well  to  tack  a  light  curtain  over  the  front  of  the  box,  or  case. 
This  will  exclude  the  dust.    At  any  rate  try  to  have  aconvenient  place  for  th« 


examinations  and  reference  books.    This  drawing  will  represent  our  ideas  as 
to  the  ajipearance  of  the  open  box : 


1881 

1884 

1882 

1885 

188:^ 

1886 

Pens,  PencOe,  Ink,  etc. 

1 

Miscellaneons  Work. 

i 

1 
Examination  Paper. 

1 

. 

Reference  Books. 

Tbe  superintendent  will  take  charge  of  the   examinations  held  at  the 
Centrals,  and  will  have  them  suitably  bound,  and  kept  on  file  at  his  office, 
He  will  also  file  and  bind  the  Final  examinations  in  like  manner. 
These  files  will  be  subject  to  inspection  at  all  times. 

AKlSrUAL  EXEECISES. 

When  practicable,  annual  exercises  will  be  held  at  the  Central  examina- 
tions ;  these  will  consist  of  songs,  speeches,  essays,  &c.  The  several  schools 
represented  are  expected  to  participate  in  some  manner;  each  should  electa 
representative  who  M  contribute  something  of  a  literary,  or  pleasant 
character,  to  the  evening's  entertainment. 

Some  one  will  be  selected  to  deliver  a  short  address  at  the  Final  exaaiin- 
ation.  If  time  permits,  one  or  two  of  the  best  selections  from  the  Centrals 
will  be  reproduced  at  the  request  of  the  superintendent. 

REPORTS. 

Blank  reports  to  parents  are  furnished  free  from  the  superintendent's 
office.      Those  teachers  who  believe  them  helpful  are  asked  to  use  them. 

An  occasional  report  from  the  teacher  to  superintendent  will  be  required. 
They  will  be  easily  made,  and  are  expected  whenever  called  for. 

The  county  superintendent  will  make  a  written  report  of  each  official 


8 

visit  to  the  school ;  these  will  be  sent  to  the  board  of  directors,  and  will  show 
the  following  items :  The  condition  of  the  grounds,  of  the  house,  of  the  fur- 
niture; care  of  house  and  furniture;  condition  of  the  examinations,  (how 
bound,  &c.) ;  progress  of  pupils,  the  decorations,  discipline  of  the  school,  &c. 
Teachers  are  asked  to  note  the  obove,  and  govern  themselves  accordingly. 

SCHOOL   EXHIBITS. 

The  Central  and  Final  examinations  will  ever  be  ready  for  any  or  all 
school  exhibits. 

Teachers  will  arrange  and  send  to  this  office  such  of  the  regulai-  Februarj- 
work  as  may  be  required  of  them  by  the  county  superintendent ;  he  will  hold 
this  ready  for  display  at  the  County  Fair,  or  at  such  places  as  may  be  appro- 
priate to  make  an  exhibit. 

Schools  are  invited  to  prepare  anything  suitable  to  represent  them  in  the 
line  of  school  work,  and  to  contribute  it  to  this  regular  exhibit. 

Teachers  have  it  in  their  power  to  bring  out  much  talent  now  latent 
within  those  under  their  care.  There  are  pupils  usually  dull  and  stupid  in 
many  things,  having  much  ability  in  some  line  of  work.  This  aptness  and 
desire  for  certain  labor  should  not  be  hampered  or  dwarfed,  but  wisely  directed 
into  a  useful  channel.  The  teacher  has  no  right  to  destroy  the  individuality 
of  the  pupil ;  but  rather  it  is  his  duty  to  bring  out  and  develop,  those  char- 
acteristic individualities  which  contribute  to  his  usefidness,  and  to  his  hap- 
piness through  life. 

When  a  pupil  has  a  longing  desire  for  drawing,  encourage  him  by  aiding 
in  the  execution  of  that  which  he  so  much  civets;  present  him  a  sheet  of 
Bristol  board,  an  artist's  pencil,  a  palette,  an  easel,  a  pantagraph,  some  colored 
crayons,  a  design,  «fcc. ;  encourage  him  to  make  a  pen  or  pencil  sketch  of 
some  well  known  object;  to  draw  designs  upon  the  blackboard;  to  ornament 
the  programme ;  to  draw  a  clever  design  upon  the  margin  of  the  board ; 
encourage  the  gills  to  invent  card  racks,  contrive  picture  frames,  work 
mottoes,  contribute  ornaments  to  the  teacher's  table  of  their  own  contrivance : ' 
to  contrive  ink  wipers,  cornucopias,  &c. 

It  frequently  encourages  pupils,  to  ask  them  to  prepare  one  or  more 
sheets  of  drawings  to  be  presented  to  the  county  and  kept  on  exhibition  at  the 
superintendent's  office.  These  may  be  drawn  upon  the  regular  examination 
paper,  or  upon  paper  of  the  same  form  and  dimensions. 

The  thoughtful  teacher  will  readily  suggest  many  things  which  the  pupil 
will  not  discover  in  this  line. 

Encourage  talent  and  originality;  you  may  some  day  see  your  good  works 
blossoming,  and  bearing  good  fruits. 

GOOD   LirERATTTRE. 

A  constant  study  of  the  literature  read  in  the  district  should  engage 
the  attention  of  the  teacher.  He  has  it  in  his  power  to  direct  and 
shape  the  reading  of  his  pupils  in  a  certain  measure.  By  the  united 
assistance  of  our  teachers,  we  maj'  soon  have  our  pupils  reading  good 
books  and  papers.  When  we  find  a  reading  community,  we  shall  find  the 
library  rapidly  building :  shall  we  make  reading  communities  by  guiding  otu- 
pupils  into  that  channel  which  leads  to  a  desire  to  read  good  books  ?    How 


5  i: 


shall  we  begin  ?    Certainly  not  "with  those  heavy  volumes  and  selections  too 

difficult  for  the  comprehension  of  our  pupils;  rather  with  those  selections 

containing  words  and  phrases  below  the  reader  grade  of  the  pupil.     As  the 

pupil  grows  with  age,  so  should  this  reading  grow. 

'-.  f         The  superintendent  has  several  thousand  copies  of  little  papers  used  last 

g  I  year  in  the  several  reader  grades  of  the  county ;  several  hundred  copies  of 

g  I  bound  pages  of  different  readers ;  a  few  hundred  copies  of  bound  selections 

O  J  from  standard  authors,  &c. 

§  He  will  cheerfully  aid  in  securing  their  use  in  the  classes  as  collateral 

°      reading.     Many  teachers  availed  themselves  of  this  opportunity  last  year,  and 
were  unanimous  in  their  praise  as  to  results. 

To  the  above  list  of  reading  matter  will  be  added  such  selections  as  are 
practicable  to  be  obtained ;  a  subscription  of  a  few  pennies  from  each  district 
will  furnish  all  the  new  matter  needed  for  this  year.  It  is  also  suggested  that 
districts  raise  funds  by  means  of  collections,  entertainments,  oyster  suppers, 
&c. ;  that  these  districts  purchase  such  books  as  may  be  suited  for  collateral 
reading  in  their  immediate  classes;  use  this  reading  matter  as  needed,  and 
either  retain  it  for  future  use  or  else  contribute  it  to  the  "  Circulating  Read- 
ing "  now  held  in  common. 

CATAI.OGUES. 

An  annual  catalogue  of  the  schools  will  be  published,  showing  a  list  of 
the  teachers,  of  pupils  examined  at  the  Centrals,  of  pupils  examined  at  the 
Finals,  of  the  annual  exhibits,  and  of  schools  in  general. 

All  teachers,  school  officers,  and  pupils  whose  names  appear  will  be 
entitled  to  this  catalogue. 

MISCELLANEOUS. 

Under  this  head  we  include  several  paragraphs  of  a  miscellaneous 
character. 

What  to  Study. — The  examinations  for  the  last  two  years  developed  the 
fact  that  it  is  unnecessary  to  study  geography,  history  (U.  S.,)etc.,  for  as  many 
years  as  is  usually  the  case  in  our  imgraded  schools.  Instead  of  pursuing  the 
study  of  geogi'aphy  for  the  period  of  eight  or  ten  years,  it  is  now  known  from  the 
work  as  exhibited  in  the  Iilonthly,  Central,  and  Final  examinations,  that  two 
years  is  all-sufficient  for  the  use  of  the  text-book  in  this  branch.  The  same 
is  true  in  the  case  of  United  States  History. 

Let  those  pupils  who  made  an  average  of  eighty-four  or  more  in  these 
branches  during  the  year's  examinations,  take  up  a  new  branch  of  study,  and 
omit  such  branches  as  may  show  these  averages.  By  this  we  do  not  mean 
that  the  branches  should  be  lost  sight  of  at  all,  but  that  the  pupils  may  not 
recite  in  these  classes  in  the  school  work,  and  that  they  shall  review  such 
jKiints  in  private  as  they  may  think  necessary. 

It  is  recommended  that  pupils  take  up  the  study  of  Physiology,  Physical 
Geography,  Algebra,  Zoology,  Botany,  Natural  Philosophy,  Book-keeping,  &c., 
in  such  order  as  suggested  by  the  good  judgment  of  the  teacher. 

Pupils  dropping  one  or  more  branches,  may  have  the  credits  last  received 
at  the  Central  and  Final  examinations,  (in  the  next  ones)  and  may  write  upon 
those  branches  taken  up  in  their  stead.  The  old  grades  will  enter  into  their 
averages  in  making  out  their  rank  in  class,  (in  both  Central   and  Final  exam- 


10 

inations.)  Their  grades  upon  the  new  branches  will  be  entered  upon  their 
ce'tificates,  but  will  not  enter  into  the  Rank  in  Class,  and  will  not  effect  those 
who  do  not  take  other  branches  than  those  outlined  in  other  years. 

Thus:  If  a  pupil  drops  geography,  and  takes  up  physiology,  he  will  not 
need  to  write  upon  the  topics  in  the  former  branch  at  the  examinations,  but 
will  be  required  to  write  upon  physiology;  his  old  grade  upon  geography 
will  enter  into  his  average  in  the  Rank  in  Class,  and  his  grade  in  physiology 
will  be  written  upon  his  certificate,  but  will  not  affect  it. 

This  will  enable  pupils  to  prepare  for  entering  our  high  schools,  and  pre- 
paratory departments  of  our  colleges.  Let  the  teacher  lend  all  the  encourage- 
ment to  this  step,  possible. 

Teachers'  Helps. — The  superintendent  will  spare  no  pains  to  furnish 
all  the  helps  and  suggestions  possible  for  him  to  procure ;  he  will  have  on 
exhibition  all  new  books  and  school  appliances  that  he  can  command ;  teach- 
ers are  asked  to  "  drop  in  "  when  in  the  city,  and  to  avail  themselves  of  any  or 
all  of  these  helps. 

Tardiwess.— A  record  of  tardiness  should  be  kept.  The  superintendent 
does  not  believe  in  carrying  ont  such  measures  to  prevent  this  evil,  as  may  ex- 
clude pupils  from  school  a  single  half-day,  but  on  the  contrary  urges  a 
business-like  treatment  of  the  evil. 

Teachers'  Meetings. — The  regular  meeting  of  the  Macon  County 
Teachers'  Association  occurs  upon  the  first  Saturday  of  each  month ;  in  these 
meetings,  for  this  school  j^ear  at  least,  will  be  discussed  the  month's  work,  as 
outlined  in  this  Manual  and  Guide.  The  best  methods  of  doing  this  work 
will  be  fully  discussed,  together  with  such  aids  of  importance  as  may  be  sug- 
gested by  those  present.  Certainly,  no  live  teapher  who  can  possibly  attend 
these  meetings,  will  neglect  to  do  so.     Other  counties  have  different  dates. 

If  the  teacher  does  not  understand  the  plan  of  work  now  in  use 
he  can  do  no  better,  than  get  all  the  suggestions  offered  at  these  meet- 
ings. 

Teachers'  Lirrary. — A  Teachers'  Library  Association  was  organized  in 
Macon  county  in  1877 ;  it  has  had  a  steady  growth  in  membership,  and  in  the 
addition  of  books,  until  it  is  now  equal  to  any  library  of  its  kind  in  the  state. 
The  only  condition  of  membership  is  that  the  teacher  paj'S  into  the  library 
fund  a  fee  of  one  dollar ;  this  entitles  him  to  all  the  benefits  of  the  profes- 
sional library  without  any  future  assessment. 

All  teachers  owe  it  to  their  profession  to  become  readers  of  standard 
works  upon  teaching. 

Decoration  Day. — While  it  is  true  that  many  of  our  school-rooms  are 
most  tastefully  decorated  and  scrupulously  clean,  it  is  also  true  that  "Eternal 
vigilance  is  the  price  of  liberty."  Cobwebs  will  be  cunningly  festooned  by 
the  industrious  spider,  the  consumption  of  coal  in  the  glowing  stove  will 
silently  deposit  its  soot  on  the  walls,  and  thus  aided  by  the  dust  from  sweep- 
ing, will  soon  cover  up  our  whitened  walls,  and  beautiful  pictures. 

Let  ns  contrive  frames  from  the  cornstalk,  the  husk,  ripened  grain,  card- 
board, buttons,  beads,  yarns,  wood,  etc. ;  let  us  preserve  all  our  tasteful  wood- 


11 

cuts  of  interest,  picture-cards  of  real  worth,  scraps  of  history,  fac-similes  of 
the  handwriting  of  our  prominent  men  and  women,  engravings  of  different 
kinds,  and  especially  those  of  historical  events,  and  those  illustrating  home 
life  in  all  its  simplicity,  and  place  them  within  these  deftly  contrived  frames, 
and  on  the  fourth  Friday  of  October  let  us  place  one  or  more  of  these  memen- 
toes upon  the  walls  of  our  school-rooms.     Decorate  !    Decorate  I 

Sealed  Examinations. — These  will  be  ready  for  delivery  on  or  before 
the  teachers'  meeting  in  October.  In  case  the  teacher  cannot  call  for  them, 
he  should  give  some  one  permission  to  get  them  for  him.     It  is  desirable  that 

they  sliould  not  be  sent  by  mail  if  possible  to  get  them  in  any  other  manner. 
Daily  Programme.— 


TIME. 

recite. 

study. 

A.  M- 

Min 

All  Classes 

1st  Class 

2nd   Class 

3rd   Class 

4th  Class 

5th  Class 

9:30 

5  \  Opening. 
10  ;  Read. 
10  1  Read. 
15  :  Read. 
15  I  Read. 
'ii)  I  Akith. 
15  •  At^ttit. 

9:05 
9:15 

Copy. 
Copy.    , 
Num. 
Num. 
Num. 

Read. 

Read. 
Read. 

Arith. 
Arith. 

Read. 
Read. 
Read. 

Arith. 
Arith. 

Arith. 
Arith 

9:25 

9:40 

9:55 

10:15 

Copy. 
Num. 
Num. 
Num. 

Arith. 
Arith. 

Gram 

10:30    15  1 

RECESS. 

10:45 

5     Num. 
15    Arith. 
20     Gram. 
10     Read. 
10    Lang. 
15    Write. 

Note  b'k. 
Note  b'k. 
Lang. 
Lang. 

Arith. 

Gram 

10:50 

Copy. 
Read. 

Copy. 
Copy. 
Read. 
Read. 

Gram. 

11:05 

Lang. 
Lang. 

11 :25 

Hist 

11:35 

Copy. 
Copy. 

Hist. 

11 :45 

12:00 

60 

N( 

)0N. 

1:00 

15 
15 
20 
15 
15 
10 

Read, 

Read. 

Hist. 

Read. 

Geog. 

Recite. 

Read. 

Copy. 
Goin\ 
Copy. 

Read. 
Read. 
Read. 

Note  b'k. 
Geog. 
Geog. 
Geog. 

Hist 

1:15 
1:30 

Copy. 
Copy. 
Copy. 
Copy. 

Hist. 

1:50 

Note  b'k 

2:05 

Note  b'k. 
Note  b'k. 

flpCicr 

2:20 

Arith. 

Geofif. 

2:80i 

15 

RE( 

3ESS. 

2:45 

20  : 

8:05 

10 

3:15 

10 

3:25 

10 

3:3.'i 

15 

3:50 

10 

Geog. 

Read. 

Read. 

Spell. 

Spell. 

Oral  L. 


Read- 

Cop}^ 
Read. 
Read. 


Read. 
Read, 

Copy. 
Read. 


Copy. 
Spell. 
Spell. 

Note  b'k. 


Arith. 
Spell. 
Spell. 

Note  b'k. 


Note  b'k. 
Spell. 
Spell. 
Note  b'k. 


The  cibove  is  only  suggestive.  Every  teacher  must  modify  it  for  his  own 
school.  The  words  "  Copy  "  and  "  Note  Book,"  as  used  in  the  Programme, 
are  general  terms. 


13 

It  is  uot  expected  that  this  i)rogramme  shall  be  retained  upon  the  board 
to  the  exclusion  of  other  important  matter,  but  the  pupils  should  be  made 
familiar  with  the  order  of  recitation  and  of  study  in  some  manner. 

This  programme  gives  the  maximum  number  of  classes  that  any  school 
can  profitably  have.  If  grades  are  fewer,  increase  the  time  of  recitations,  aad 
lessen  the  number  of  classes.  If  there  are  additional  subjects,  the  recitations 
in  them  may  alternate. 


COURSE  OF  STUDY  FOR  PRIMARY  DIVISION. 
Approximate  time,  two  years. 

KEADINCi. 

Books:     Charts,  First,  and  Second  Readers. 

Materials:  Blackboards,  pictures,  objects,  ruled  slates,  long  pencil, 
sponge. 

Object:  To  teach  the  pupil  the  correct  printed,  and  wiitten  forms  of  the 
words  he  uses,  and  to  preserve,  or  gain  a  natural  mode  of  expression. 


METHODS  AND  HELPS  IN  READING. 


1.  If  there  be  a  secret  in  the  successful  teaching  of  reading,  it  is  this; 
'•  Never  permit  the  pupil  to  find  a  word  which  he  cannot  readily  pronounce 
at  sight." 

How  may  I  do  this,  asks  the  teacher? 

It  may  ba  done  in  this  manner ;  print  the  new  word  upon  the  board,  and 
place  it  in  script  at  the  right  of  the  printed  word,  thus : 


NEW,      <H^'Ui^ 


The  two  foi  ms  should  be  repeated  until  readily  recognized ;  then  the  pupil 
should  copy  the  script  form  in  his  preparation,  and  be  reviewed  upon  this  be- 
fore attempting  to  read  the  paragraph  containing  the  word.  If  there  are 
other  new  words  they  should  be  treated  at  the  same  time,  and  in  the  same 
maimer. 

Tlie  cliild  should  not  be  required  to  print  in  the  preparation  of  his  lesson, 
hut  should  be  required  to  prepare  it  in  script. 

The  child  enters  school  with  a  vocabulary  of  about  two  hundred  to  six 
hundred  spoken  words ;  he  is  able  to  use  these  in  making  himself  understood 
among  his  fellows ;  but  he  does  not  recognize  these  words  in  the  written  or 
printed  pages.  The  first  thing  to  do,  is  to  teach  him  these  words  in  print,  and 
in  script.  If  the  chart  is  at  hand,  (and  is  one  of  modern  date)  then  we  have 
the  picture  and  the  word  to  guide  us.  If  this  cannot  be  had,  then  the  teacher 
must  make  his  own  chart.  Here  is  a  very  simple  form  for  making  such;  cut 
some  pictures  of  objects  from  stock  catalogues,  newspapers,  almanacs,  &c. ; 
paste  these  upon  a  sheet  of  wrapping  paper  to  be  had  at  the  dry  good's  store 
for  a  penny;  cut  words  representing  these  objects  from  the  same  source  and 


13 

paste  them  in  appropriate  places ;  write  same  words  in  good  script  and  place 
to  right  of  printed  words ;  rule  balance  of  sheet  to  agi'se  with  proportionate 
ruling  upon  slate ;  write  the  words  which  the  pupil  has  already  learned,  so  as 
to  form  sentences ;  as  soon  as  possible,  build  up  a  little  story  from  these 
words ;  in  doing  this  kind  of  work  the  teacher  will  soon  have  a  chart  that 
will  last  him  for  years.  (Of  course  he  would  need  to  make  several  pages  of 
such  work  in  order  to  get  his  one  or  two  hundred  words,  so  necessary  for  a 
preparation  to  read,  even  in  the  First  Reader.) 

If  the  teacher  has  had  no  experience  in  this  selection  of  words,  let  him 
read  the  first  ten  pages  of  all  the  First  Readers  at  his  command,  and  list  the 
words  found  in  them ;  he  should  find  over  one  hundred  in  a  half  dozen  differ- 
ent readers.  Let  him  use  those  words  which  seem  to  him  most  familiar  to 
his  pupils.  Try  and  find  pictures  to  illustrate  the  selected  words  for  a  time ; 
always  hace  pupils  to  copy  words  in  script. 

It  is  well  to  find  some  First  Reader,  or  specimen  pages  of  such,  cut  the 
pictures  from  them,  paste  them  upon  manilla  paper,  or  cardboard,  together 
with  some  of  the  words  in  script  and  print,  found  upon  these  pages.  These 
can  be  used  by  the  pupil  in  the  preparation  of  his  lesson  in  many  ways  sug- 
gested by  the  thinking  teacher. 

In  your  first  work  with  the  pupil  endeavor  to  make  the  printed  and  writ- 
ten word  as  much  an  object  of  sight  as  the  objects  themselves. 

Note  how  the  pupil  acquires  language  as  he  advances,  and  this  will  be  of 
invaluable  aid  to  you  in  subsequent  language  work. 

Pupils  should  be  required  to  write  sentences  as  soon  as  ten  or  fifteen 
words  are  learned.  At  first  a  simple  statement  should  be  drawn  from  him, 
and  carefully  written  by  the  teacher ;  calling  attention  to  the  capital  letter 
and  the  period ;  pupil  should  copy  this  carefully  and  it  should  be  inspected  by 
the  tea^^her,  with  directions  for  corrections. 

Review  tho  words  learned  at  preceding  lesson ;  spell  them   from  board  or 
slates ;  spell  all  the  new  wo'^ds  as  the  pupil  advances,  and  have  all  written. 

Be  sure  the  pupil  can  readily  read  the  script  lessons  in  his  reader,  and 
write  from  dictation. 

Read  a  few  sentences  or  paragraphs  as  review  each  day. 

Be  sure  the  pupil  understands  what  he  is  reading. 

Have  words  written  upon  slates,  and  read  from  them  before  spelling. 

Cultivate  soft,  natural  tones,  but  do  not  allow  drawling. 

Keep  a  list  of  the  words  learned  on  the  blackboard  in  print  and  in  script 
form,  adding  new  words  as  they  are  learned.  Begin  every  recitation  by  re- 
viewing these.     Frequently  change  the  order  of  the  words  in  the  list. 

Teach  the  pupils  to  recognize  at  sight,  groups  of  words :  as  "The  bird," 
"On  the  tree,"  "The  boy  runs,"  etc.,  etc. 

Never  allow  a  pupil  to  attempt  to  read  a  sentence  until  he  can  pronounce 
readily  at  sight  every  word  rti  it.  Without  this  care  the  pupil  loses  his  nat- 
uralness of  expression,  and  learns  to  hesitate,  drawl  etc. 

As  the  child  advances  in  the  First  Reader,  require  him  to  write  a  portion 
of  each  lesson  on  his  slate,  observing  carefully,  capitals,  spelling,  punctua- 
tion, quotations,  and  the  apostrophe.    Be  sure  to  examine  the  work  carefully 


14 
and  return  it  to  them  for  their  correction.    Do  not  assign  too  much  at  a  time. 

Practice  oral  syllabication,  i.  e.,  test  the  pupil's  ability  to  distinguish  the 
number  of  syllables  a  word  has,  and  recognize  the  syllable  as  a  unit. 

Before  beginning  the  Second  Reader,  test  tlie  pupil's  ability  to  read  in 
some  other  First  Readers,  if  they  can  be  had.  Teach  the  child  to  express  the 
thought  naturally  by  a  series  of  easy  questions. 

Require  the  pupils  to  arrange  the  words  of  the  lessons  in  alphabetical 
order  with  reference  to  the  first  letter  of  the  words,  thus : 

can  (2),  dark  (2), 

didn't. 


and  (4), 

bureau. 

afraid  (3), 

but  (3), 

basket, 

as  (2), 

big  (2), 

away. 

boy, 

am. 

brave  (2), 

These  words  are  selected  from  a 
all  reader  lesson  in  a  Second  Reader, 

a,  and  serve  to  illustrate  the  order 

of  arrangement.    The  figures  refer  to  the  number  of  times  the  word   occurs 

in  the  lesson. 

Use  all  the  supplementary  reading  that  you  can  secure.  Make  much  of 
tliis  "  recreative  "  reading  by  permitting  the  pupil  to  carry  it  home  with  him, 
in  order  to  read  it  to  his  parents. 

Require  pupils  to  bring  to  tlie  recitation  a  portion  of  each  lesson  neatly 
and  correctly  written  on  their  slates. 

In  assigning  the  lesson,  point  out  a  word  or  two,  or  groups  of  words  to  be 
changed  by  the  pupils  when  writing  their  lesson. 

Know  that  your  pupils  can  spell  every  word  in  their  lessons,  paying  par- 
ticular attention  to  the  common  and  easy  words.  Test  the  ability  of  the  pnpil 
to  pronounce  every  word  in  the  part  he  is  to  read  before  reading  it,  and  re- 
quire him  to  answer  the  questions  ""VVTiat  did  this  ?"  "What  did  lie  do  ?" 
"When  ?"     "How  ?"    "  Wliy  did  he  do  it,  or  why  was  it  done  ?"  etc. 

Insist  upon  the  proper  position  of  both  book  and  pupil  in  reading.  Do 
not  let  pupils  point  to  the  words  while  reading. 

Train  the  pupil  to  see  words  not  separately,  but  in  groups,  or  to  see  a  few 
words  in  advance  of  the  one  he  is  pronouncing. 

Do  not  crowd  pupils  ahead  in  reading  books.  Better  read  several  books 
of  the  same  gi'ade. 

Arrange  the  words  in  alphabetical  order  with  reference  to  the  first  two 
or  three  letters  in  the  words.    (In  the  Second  Reader.) 

Combine  written  and  oral  spelling,  using  your  best  methods  to  secure  ac- 
curate spelling. 

Require  pupils  to  tell  the  story  of  the  lesson,  using  their  own  language  as 
much  as  po.ssible. 

Tlie  teacher  will  copy  on  the  blackboard  the  sentences  in  which  the  new 
words  appear,  leaving  blank  the  places  occupied  by  the  new  words,  which 


15 

are  to  be  filled  by  the  pupil  from  memory :  as,  "My  mamma  gave    it  to  me." 
The  new  word  is  "mamma."     "My gave  it  to  me." 

In  the  very  first  lesson  use  the  word  method.  Teach  a  and  the  at  the  first 
in  connection  with  the  nouns  they  limit.  Teach  the  first  few  lessons  from  the 
board  with  the  aid  of  pictures  and  objects,  but  in  a  short  time  use  the  First 
Reader. 

After  the  lesson  in  the  book  has  been  read  two  or  three  times;  place  a 
lesson  on  the  board,  using  many  of  the  same  words  in  the  book,  but  in  dif- 
ferent combinations,  thus  ascertaining  whether  the  word  has  been  learned,  or 
the  sentence  in  which  it  occurred  committed  to  memory.  Try  and  have  the 
children  talk  about  the  objects  whose  names  are  being  learned. 

Seek  to  establish  freedom  and  familiarity  between  yourself  and  young 
children.     Your  success  in  teaching  reading  depends  entirely  upon  yourself. 

As  pupils  progress,  have  them  make  lists  of  names  of  familiar  objects, 
noting  the  person  who  has  the  neatest  list. 

Teacher  should  have  weak  pupils  point  out  certain  difiicult  words  in  a 
given  paragraph,  then  pronounce  them  as  the  teacher  finds  them,  before  read- 
ing. 

It  will  be  noticed  that  no  provision  is  made  for  spelling  classes  in  this 
Division ;  spell  every  word  in  the  reader  as  the  class  progresses  but  do  not 
ask  pupils  to  purchase  the  speller ;  if  it  is  found  in  their  hands  do  as  suggest- 
ed for  the  primary  arithmetic. 

Have  pupils  learn  the  Arabic  and  Roman  notations  as  they  advance  from 
lesson  to  lesson,  or  from  page  to  page  in  their  readers. 

It  is  well  to  write  sentences  from  some  reader  not  in  use,  cut  the  words 
apart,  and  have  pupils  arrange  them  into  sentences  at  the  study  desk. 
Teacher  must  inspect  these,  however. 

Constant  attention  should  be  given  to  language,  and  much  composition  in 
easy,  short  sentences,  required  in  this  grade.  Let  language  receive  all  the 
attention  which  its  importance  demands. 

It  is  very  important  that  the  teacher  insist  upon  neatness,  correct  capi- 
talization, and  punctuation  at  all  times. 

Write  sentences  upon  slips  of  paper,  and  instead  of  the  new  word,  insert 
the  pictures,  thus : 


Mj 


8/^? 


is  new.      A  big 


b 

r 

1  4" 

( 

_> 

s\    . 

Invent  similar  diagrams,  and  continue  this  at  pleasure. 


16 

Have  pupils  copy  these  sentences  inserting  name  of  objects.  Teacher 
must  inspect  all  written  work  or  pupils  will  grow  careless  and  not  do  all  the 
work  assigned. 

Place  lists  of  words  upon  the  board,  omitting  one  letter  from  each,  thus: 


gi-ls 

b-rn 

ba-k 

ta-e 

c-p 

com-s 

k-nd 

go-ng 

bo-rd 

sh-d 

s-nds 

ch-ir 

op-n 

ha-d 

wa-on 

mo-th 

app-e 

pa-s 

pict-re 

spo-nf-1 

but-er 

oth-r 

clean-d 

lit-le 

sp-on 

fi-ld 

again-t 

ha-d 

wh-p 

co-t 

Have  these  copied  upon  slates  and  inspect  in  class. 

Make  lists  of  words  omitting  the  final  letter,  or  the  initial  one  in  same 
manner.     Require  them  copied  in  script. 

Take  such  a  word  as  "at,"  and  require  lists  of  words  containing  it,  by  pre- 
fixing a  single  letter,  thus :  cat,  rat,  mat,  pat,  bat,  hat,  etc. 

Write  from  the  reader,  sentences,  omitting  letters  fi'om  words,  thus : 

In  this  picture  I  see  am  — ,  a  d  — ,  and  a  bar-. 

The  man  stands  by  the  fen-  -.     One  hand  is  on  the head.    The  man 

has  a in  the  otlierhand. 

He  pats  the  dog  and  says,  "Good  dog!"     The  man  is  kind  to  the  , 

and  the  dog  likes  him. 

The  dog's  n-m-  is  Jack.    The  man-s  na —  is  Henry. 

Henry  has  no on,  and  his  shirt are  rol-ed  up.     He  has  a on 

his  head. 

The  barn-doors  are  wide  o .    They  are  putting  h-y  in  the  barn.     The 

wagon  has  gone  to  the after  a  load  of  hay. 

Have  pupils  write  sentences  directly  from  the  reader,  omitting  certain  let- 
ters and  supplying  the  same  by  the  — .  Then  have  them  to  read  from  slates, 
thus: 

Kitty  1-kes  mi-k.      The  milk  is  in  a  dis-.      She  laps  it  up  with  her , 

1 1-ve  my  kit- -y.  Her  fur  is  soso-t.  My  kit-y  is  whi-e.  She  has  u 
b-ack  spot  on  her  ne-k. 

She  will  p-ay  with  my  bal-.     When  I  rol-  it,  she  r-ns  aft-r  it. 

I  lik-  to  fe-d  her.  She  com-s  to  me  and  sa-s,  "Mew."  Then  I  k-ow  what 
she  w-nts. 

Some-ti-es  she  sits  in  the  s-n  and  was-es  her  fa-e.     She  seems  very  happy. 

Disarrange  the  letters  of  words  composing  sentences,  then  have  them 
properly  arranged  upon  slates  and  read  in  class,  thus: 

I  aveh  a  odg.  ell  si  a  dogo  odg.  ell  psaly  wthi  em-  eH  nac  karb  nad 
nur.  He  illw  ton  iteb.  oD  ouy  etjs  eht  odg  ?  eH  sees  you.  Where  si  ouyr 
odg?. 

Write  in  a  continuous  line,  have  words  separated,  and  read  as  before, 
thus: 

w  ^h  a  V  eialli  o  r  s  e.h  e\i  s(n  o  trw  h  i  t  efa  e  I  sWg  o  o  dlli  o  r  s  e!h  e,i 


17 

sin  o  tfo  1  d"!  c  anridehimhepullsustochurchhestandsi 
n  t  h  e  s  h  e  a  whenchur  c\x  i's  o  u  tW  e^V>  l\  o  m  e  w  h^e  n\twh  e  b  e  1  1 
sringitischurcli-timecanyourideahorsedoyoulik 
etogotocliurchiliketoridetocliurchmyunclegeorg 
eletsmerideontliehorsesometimesthehorsewillno 
trunawaywitlime. 

Make  np  puch  questions  as  the   following  from  the  reader;  specimen 
blanks  are  also  given : 

I  can  make  cat  'iut  of  a  t  e  .    What  can  you  make  out  of  o  g  d  ? 

O,  I  can  make out  of  o  g  d. 

Now,  what  can  you  make  out  of  a  p  n  ? 

I  can  make out  of  a  p  n. 

"     So  can  I.    And  a  p  n  will  make ,  too. 

Here  are  ^A/  o  e  .     What  will  they  make  ? 

They  will  make .     Now  you  tell  me  what  1  1  k  m  will  make. 

I  can  do  that.    They  will  make .     Can  you  tell  me  what  1  i  g  r  will 

make? 

Let  me  see.     O,  yes.     They  will  make  . 

(See  language  course  for  similar  work  in  reading  and  language  combined.) 

Slates  should  be  carefully  ruled  at  the  top  so  as  to  present  this  appear- 
ance : 


An  ordinary  Spencerian  pen,  with  center  broken  out,  offers  ruling  points 
of  the  proper  width. 


LANGUAGE. 

See  appendix  to  this  Manual. 


PENMANSHIP. 


Do  not  teach  principles  in  this  Division,  neither  have  a  separate  class  in 
penmanship,  but  be  cautious  in  all  your  writing  for  the  children,  to  present 
the  best  possible  specimens  of  your  hand  writing,  and  to  insist  upon  neat  let- 
ter forms.  The  idea  of  care,  and  of  neatness,  should  run  through  all  the  woik 
in  copying,  or  in  sentence  building. 

Have  this  Division  write  at  the  same  hour  with  the  whole  school,  as  a 
general  exercise,  and  have  its  members  give  attention  to  all  explanations;  but 
do  not  ask  it  to  memorize  rules  and  analysis. 

Do  not  introduce  tbe  pen  in  this  Division;  have  pupils  use  slate-pencil, 
lead-pencil,  and  crayon.  (For  slate  ruling  see  form  under  the  head  of 
Reading.) 


18 

The  teacher  will  select  one  or  two  lines  for  practice  each  month ;  these 
should  be  neatly  written  upon  the  board,  or  better,  upon  slips  of  paper, 
and  the  pupils  required  to  practice  upon  them.  (See  Manual  of  last  year  for 
puggestions.) 

From  this  time  forward,  through  all  grades  of  the  school,  almost  every 
reading  lesson  should  be  accompanied  by  appropriate  written  work;  and  in 
connection  with  grammar,  geography  and  history,  much  writing  should  be 
done.  In  all  of  this  work  and  in  the  written  examinations,  it  is  of  the  first 
importance  that  no  carelessness  be  tolerated.  The  habit  of  writing  a  confused, 
jumbled  scrawl  is  easily  formed  and  cannot  be  changed  without  the  most  per- 
sistent effort.  Pupils  should  be  compelled  to  re-write  their  work  when  it  is 
not  satisfactory.  Never  allow  any  of  it  to  pans  unnoticed.  Look  at  everything 
they  do.  When  members  of  the  Primary  Division  write  exercises  in  spelling, 
language,  etc  ,  on  paper,  have  the  paper  ruled  like  the  slates.  'While  making 
a  specialty  of  the  forms  of  letters,  as  should  be  done  in  this  grade,  the  writing 
must  be  large. 

Early  in  the  term  take  a  specimen  of  penmanship  from  every  pupil  able 
to  write.  At  intervals  afterwards,  take  other  specimens,  and  keep  the  first  and 
the  last  one  by  each  pupil  together.  Unless  you  do  this  there  will  be  no  real- 
ization of  the  progress  made.  You  might  use  for  the  purpose  slips  of  ex- 
amination paper  about  seven  lines  wide,  and  making  a  hole  through  one  end 
of  a  collection  of  them,  tie  them  together.  They  could  then  be  turned  like 
the  leaves  of  a  book.  Have,  date,  name  and  age  of  pupil,  name  of  teacher, 
and  name  of  district  written  on  each  specimen.  Let  the  line  be  repeated  one 
or  two  times  according  to  spare. 


NUMBERS. 


Book :     In  the  hands  of  the  teacher,  only. 

Object:     To  prepare  the  pupil  for  the  use  of  the  textbook,  by  securing 

accuracy  and  rapiditj'  in  performing  the  fundamental  operations. 

f         I.     Induction. 
II.     Measuring  ■ 


a.  Pleasuring  by  — - 

b.  Measuring  by 

Order  OF  Study,        \  &c.    &r.    &v. 

'  '  c.     Equal  parts 

III.  Table. 

I V.  Comparing 

V.  Com bining the  numbers  1 

V  I.    Applying  the  numbers  1 

COl!NTIKG    MODELS. 

One    Mark.         |  (y*^^  J<,o^^^^ui^.  /. 

Two  marks.       |    |  c^ct.^    e.o-^o^.  Jl. 

One  cow  and  one  cow  ar«»  how  many  cows  ? 
Pupil,— One  cow  and  one  cow  are  two  cow^s. 
(Extend  at  pleasure.) 


19 


3-     Three  marks. 
4.     Four  marks. 


4*c 


C-Q^ 


:^<A^n^      i-*-i_-i£-^'0 . 


3- 


(Short  problems  here,  as  above.     Give  i;iuny  such.) 


5.  Five  marks. 

6.  Six  marks. 


C7  L-<j-£^ 

L 


ta_.e-' 


c_o^ 


§■ 

(Numerous  short  problems  containing  all  the  possil)le  combinations  of 
numbers  under  six.) 

Note,— Continue  this  through  term. 

Copy  tliese  words  and  figures  ten  times  upon  the  slate 


^-^'C-f^ 


9- 


(U^  6.    ^i-CL-ILt  S .     Se^^^   Jd. 


-T 


M- 

IC 

05 

*^ 

en 

en 

-3 

0? 

CO 

U; 

b 

c 

^ 

1^ 

H 

►^ 

H 

H 

H 

0 

tB 

S 

W 

w 

» 

w 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

V 

f 

0 

0 

0 

0 

0 

0 

l-i 

r^ 

d 

t^ 

f 

M 

d 

d 

d 

R 

g 
a 

d 

d 

d 

d 

d 

d 

% 

g 

3 

g 

g 

'fi. 

i^ 

« 

a 

!z! 

a 

a 

a 

a 

o 

w 

o 
o 

d 

d 

a 


FiKST  Row 

Second  Row... 
Third  Row.... 
Fourth  Row... 
Fifth    Row.... 

Sixth  Row 

Seventh  Row. 
EktUth  Row... 
Ninth  Row.... 
Tenth  Row..., 


I        I 


I 


I        I        I        I 


I 


I 


I 


I        I 
I        I 


I 


I 


^ 


I  \  ik  ^  i^ 
\  ^  ik  ^  ik 
^  ^  -{t  ik  it 
I  ik  ik  it  ir  it  ik 
it  i^  it  i^  it  it  it 
it  it  it  i?  it  it  it  it 
i^iiititi^itikit 
irit-^i^itititit 


Tell  how  many 

Etc.,  etc. 
Tell  how  many  marks  there  are 


marks  there  are  in  the 

Etc.,  etc. 


n^cX-OU-. 


J. 


in  tlie 


Tell  how  many  marks  and  how  many 
stars  there  are  in  the 


Etc.,  etc. 


Etc.,  <-tc. 


t^.-<--M-^-1-- . 


20 


Have  pupils  write  in  figures,  letters,  and  words,  the   nine    digits,  and 
naught.    (Continue  in  a  similar  iuauner  until  pupils  count  readily  to  ten.) 


1. 

2. 

3. 
4. 
5. 
6. 

7. 


ONE. 

Show  me  one  hand ;  one  slate ;  one  book. 
How  many  one's  do  you  see  in  the  circle  ? 
Pupil, — I  see  five  one's  in  the  circle. 
How  many  two's  do  you  see  in  the  circle  ? 
Make  one  mark  on  your  slate.    Thus,     | 
Once  one  mark  is  how  many  marks? 
Erase  one  mark.     How  many  marks  remain? 
One  mark  from  one  mark  leaves  how  many  marks? 


TWO.- 


INDUCTION. 


How 


1.    Hold  up  two  fingers ;  two  hands ;  two  books. 
2*    Count  two  boys.    Thus :  One  boy,  two  boys. 

3.  Count  two  girls ;  two  desks ;  two  books ;  two  leaves. 

4.  On  your  slate  make  one  mark ;  then  make  one  more  mark. 
many  marks  have  you  made  ? 

5.  One  mark  and  one  mark  are  how  many  marks  ?    Then,  two  times  one 
mark  are  how  many  marks? 

6.  Erase  one  mark ;  erase  one  mark  more.     How  many  marks  have  you 
erased  ?    How  many  marks  remain  ? 

7.  One  mark  and  one  mark  from  two  marks  leave  how  many  marks  ? 

8.  How  many  times  can  you  take  one  mark  from  two  marks?      Then, 
how  many  times  is  one  mark  contained  in  two  marks  ? 

9.  Two  marks  are  how  many  times  one  mark  ? 

II.      MEASURING     2. 

a.     Measuring  by  1.  \       \  i     i 


1. 
2. 

5. 

6. 

7. 


1  egg  and  1  egg^ 

2  times  1  egg? 


How  many  eggs  are 

I         3.    2  eggs  less  1  egg,  less  1    egg  ? 

I  4.    2  eggs  less  2  times  1  egg  ? 

How  many  times  can  I  take  1  egg  from  2  eggs  ? 
Then,  how  many  times  is  1  (^gg  contained  in  3  eggs? 
2  eggs  are  how  many  times  2  eggs  ? 


21 

8.    2  eggs  are  2  times  how  many  eggs  ? 

b.    Equal  parts. — 1  half.  |        |        | 

1.  How  many  times  can  I  take  2  plums  from  2  plums  ? 

2.  Then,  how  many  times  are  two  plums  contained  in  2  plums  ? 

3.  How  many  plums  is  1  half  of  2  plums? 

4.  What  part  of  2  plums  is  1  plum  ? 

5.  1  plum  is  one  half  of  how  many  plums  ? 

III.      COMPARING   1  AND  2. 

1.  2  is  how  many  more  than  1  ? 

2.  2  is  how  many  I's  ?    2  is  how  many  times  1  ? 

3.  1  is  how  many  less  than  2  ? 

4.  1  is  what  part  of  2  ? 

IV.      COMBINING  THE    NUMBERS   1   AND  2 

1.  2  is  twice  how  many  ?    2  is  the  double  of  how  many  ? 

2.  1  and  1  are  how  many  ? 

3.  Two  I's,  or  2  times  1,  are  how  many  ? 

4.  1  is  1  half  of  how  many  ? 

V.      TABLE  OF  2. 

(On  your  slate,  copy  five  times,  and  then  learn  and  recite.) 


d 

o^^i^^uzL.    Si.    c?^y-L.£^    Si. 

2 

CK^t^^^jsL^    O    c:^_^x,£:-     2 

J 

cL.<-<_ecL    J       o^^n-s..    ^ 

J 

</          •C'Cl-             ^ 

2 

J    HcJht 

SI 

(l.e_o_-o.- 

d  L^  Si 

2 

feLje_ciL-o.- 

^      -C-O^      O 

2 

C^_-Cl-CL- 

J  i^    J 

J 

o 

Caji-<_e^e- 

o 

L^  Si 

du-i_f  .e  . 

VI.      APPLYING  THE  NUMBERS  1    AND  2. 

1.  Mary  picked  one  red  pink,  and  one  white  one.     How  many  pinks  did 
she  pick  ? 

2.  A  boy  had  two  knives,  sold  one  and  lost  one.     How  many  knives  had 
he  left. 

3.  If  a  fig  costs  1  cent,  how  many  cents  will  2  figs  cost  ? 

4.  James  had  two  balls,  but  he  lost  one  of  them.     How  many  balls  had 
he  left? 

5.  At  1  cent  each,  how  many  tops  can  I  buy  for  2  cents  ? 

6.  Katie  had  1  cent,  and  her  mother  gave  her  1  more.     If  a  lead-pencil 
costs  2  cents,  how  many  pencils  can  she  buy  with  her  money  ? 


22 

METHODS  AND  HELPS. 

Number  work  should  l)e  purely  objective,  combiaing  the  written  with 
the  oral  recitation. 

Make  the  pupil  familiar  with  each  number  as  made  up  of  ones,  with  its 
relation  to  the  preceding  number,  and  to  the  number  one. 

Secure  every  possible  combination  that  forms  the  number,  and  its  equal 
fractional  parts  brought  out  on  the  objective  plan. 

Make  up  tables  in  the  abstract  with  blanks  for  pupils  to  till.  Have  these 
completed  and  recited  in  full. 

Compare  each  number  with  all  less  numbers. 

Let  the  result  of  no  combination  exceed  the  number  under  consideration. 

Give  numerous  practical  problems,  none  of  whose  results  shall  exceeii 
the  number  in  the  last  lesson. 

Give  tlie  child  work  to  do  at  his  seat;  "  tell  him  what  to  do,  and,  if  neces- 
saiy,  show  him  how  to  do  it." 

Give  particular  attention  to  all  the  written  work  of  the  pupil.  Inspect 
the  work  when  completed,  with  suggestions  and  directions. 

Give  impromptu  exercises  at  each  drill .  Test  the  pupil  by  practical  ap- 
plication of  the  numbers  learned. 

Do  not  permit  pupils  to  read  from  the  text  unless  they  can  do  so  intelli- 
gently. 

When  a  number  is  used  that  enters  into  the  table  of  compound  numbers, 
apply  it  as  in  practice.  Thus,  the  number  2  is  found  in  dry  measure ;  then, 
" 2  pints  make  1  quart;    ^^^  of  a  quart  is  1  pint." 

Give  pupils  frequent  and  thorough  drills  in  the  tables  of  combinations. 
Keep    them    employed  for  a  few  minutes  each  day  in  writing  these  tables 

Place  the  figures  in  script  upon  the  upper  margin  of  the  board,  and  re- 
quire pupils  to  refer  to  them  in  making  up  their  tables : — 

Teach  children  to  make  neat  figures.  This  may  be  done  by  requiring 
them,  one  day,  to  write  on  their  slates  five  columns  of  ten  I's  each,  and  five 
columns  of  ten  2's  each.  Another  day  require  them  to  write  3"s  and  4's  in 
the  same  manner ;  and  so  on.  This  will  give  them  written  work  at  their  seats 
for  a  week  or  more.  Practice  of  this  kind  for  two  or  three  weeks  will  secure 
the  object  sought.  At  first,  rule  column  lines  on  their  slates,  or  have  the 
pupils  rule  them,  as  guides  in  writing  figures  in  columns. 

Many  pupils  m;'.y  know  how  to  count  when  tliey  first  attend  school.  If 
so,  no  more  attention  should  be  given  to  that  subject  than  will  convince  the 
teacher  of  that  fact.  A  rourse  of  study  is  designed  for  use  in  teaching  what 
is  unknown;  no  teacher  should  follow  it  simply  for  the  sake  of  using  it 

Splints,  buttons,  wooden  toothpicks,  straws,  corn,  or  any  one  of  almost 
numberless  other  kinds  of  things  may  be  used.  Expensive  materials  are  not 
necessary.  No  teacher  lias  any  excuse  for  not  having  plenty  of  objects  to  be 
''ounted.     Variety  is  essential.    The  pupils  should  count  objects  of  one  kind 


23 

at  one  time,  of  anotliei-  kind  at  another  time.  Wooden  toothpicks,  with  small 
rubber  bands  for  fastening  them  into  bundles,  will  be  found  excellent  for 
general  use.    A  numeral  frame  is  convenient. 

In  the  first  lesson  the  teacher  may  move  the  counters  from  one  part  of 
the  table  or  desk  to  another,  and  the  children  may  count  in  concert.  Hesitar 
tion  will  indicate  a  need  of  definite  instruction, —  the  end  of  review  and  the 
beginning  of  learning.  Use  concrete  recitation  but  little;  never  except  in  re- 
view ;  it  is  the  bane  of  primary  work. 

Variety  and  drill  are  the  two  prime  necessities.  Let  one  pupil  move  the 
counters  while  another  counts ;  move,  and  count  as  he  moves ;  move,  and 
count  silently,  giving  the  result  when  the  teacher  asks  it,  etc.  It  is  only  by 
doing  these  things  in  different  ways  that  interest  can  be  maintained ;  only  by 
doing  them  many  times  that  the  facts  will  be  remembered.  For  seat  work 
the  pupils  may  make  such  numbers  or  marks  on  their  slates  as  is  directed  by 
the  teacher.  These  marks  may  be  anything  which  they  can  make,  letters,  or 
even  entire  words.  Always  inspect  the  work.  For  variety,  let  some  of  the 
work  be  done  at  the  blackboard. 

DRILL    EXERCISES. 

I. 

one  (  )  and  one  are  two  (  ), 

two  (  )  and  one  are  three  (  ), 

three  (  )  and  one  are  four  (  ), 

four  (  )  and  one  are  five  (  ), 

five  (  )  and  one  are  six  (  ), 
etc.,  to  10- 

Let  the  latter  table  be  board  and  slate  work. 

III. 

one  (  ),  take  away  one  (  ),  leaves  none  (  ), 

two  (  ),  take  away  one  (  ),  leaves  1  (  ), 

three  (  ),  take  away  one  (  ),  leaves  2  (  ), 

four  (  ),  take  away  one  (  ),  leaves  3  (  ), 

five  (  ),  take  away  one  (  ),  leaves  4  (  ), 

etc.,  to  10. 

1 

V. 

1  +  2  = 

2  +  2  = 

3  +  2  = 
4X2  = 
5  +  2  = 
6+2  = 
7  +  2  = 
8X2  = 

SILENT  SEAT  WORK. 

Place  these  columns  on  the  board  and  require  the  little  folks  to  copy  and 
write  the  results.  Change  the  figures  here  given.  Insist  on  neatness  of  slate 
work.  In  class  recitation  call  on  individual  pupils  to  read  and  name  the  re- 
sults. Ask  the  little  folks  to  fill  up  blanks  with  name  words,  after  the  teacher 
has  placed  on  the  board  a  column  like  the  following : 


II. 

1+1  = 

:2 

2+1  = 

3 

3  +  1  = 

:4 

4  +  1  = 

:  5 

5  +  1  =6 
etc.,  to  10 

IV. 

1-1  = 

:0 

2-1  = 

:  1 

3-1  = 

:2 

4-1  = 

:3 

5-1  = 

:4 

itc,  to  10. 

VI. 

1-1 

= 

2-2 

— 

3-2 

"ZZZ 

4-2 

=: 

5-2 

= 

6-2 

= 

7-2 

— 

8-2 

— 

24 


2 
2 


and  2 
and  2  - 


■  are  4 
and  3 


On  the  slater  should  appear : 


etc.,  etc. 

|1  and  $1  =  ? 
1  cent  and  1  cent  =    ? 
1  dime  and  1  dime  =  ? 
1  penny  and  1  penny  =  ' 
1  inch  and  1  inch  =  ? 
1  meter  and  1  meter  =  ? 
1  yard  and  1  yard  =  ? 
1  mile  and  1  mile  =  ? 
1  rod  and  1  rod  =  ? 
1  pint  and  1  pint  =    ? 
1  peck  and  1  peck  —  ? 
1  liter  and  1  liter  =  ? 
1  day  and  1  day  =  ? 
1  set  and  1  set  =  ? 
1  score  and  1  score  =    ? 
1  ounce  and  1  ounce  =  ? 
1  week  and  1  week  =  ? 
1  bushel  and  1  bushel  = 
1  year  and  1  year  =  ? 
1  pair  and  1  pair  =  ? 
1  nickel  and  1  nickel  =  ? 
1  ax  and  1  ax  =  ? 
1  ox  and  1  ox  =  ? 
1  pen  and  1  pen  r=  ? 
1  slate  and  1  slate  =  ? 
1  pint  and  1  pint  =  ? 
1  dozen  and  1  dozen  =  ? 
1  gram  and  1  gram  =  ? 
1  foot  and  1  foot  =  ? 


82  less  81  =  ? 
2  cents  less  1  ceut  =  ? 
2  dimes  less  1  dime  =  ? 
2  pennies  less  1  penn)'  =r 
2  inches'  less  1  inch  =  ? 
2  meters  less  1  meter  = 
2  yards  less  1  yard  =    ? 
2  miles  less  1  mile  =  ? 
2  rods  less  1  rod  =  ? 
2  pints  less  1  pint  =  ? 
2  pecks  less  1  peck  =  '? 
2  liters  less  1  lit^r  =  ? 
2  days  less  1  day  =  ? 
2  sets  less  1  set  =  ? 
2  score  less  1  score  =    ? 
2  ounces  less  1  ounce  = 
2  weeks  less  1  week  =  ? 
2  bushels  less  1  bushel  = 
2  years  less  1  year  =  ? 
2  pairs  less  1  pair  =  ? 
2  nickels  less  1  nickel  = 
2  axes  less  1  ax  =    ? 
2  oxen  less  1  ox  =  ? 
2  pens  less  1  pen  =  ? 
2  slates  less  1  slate  =  ? 
2  jiints  less  1  pint  =  ? 
2  dozen  less  1  dozen  =  ? 
2  grams  less  1  gram  =  ? 
2  feet  less  I  foot  —  ? 


When  the  number  two  is  thoroughly  mastered,  take  up  the  number  three 
in  the  same  manner,  and  in  the  same  order.  Let  the  circle  remnin  upon  the 
margin  of  the  board  for  some  days,  then  place  a  different  form  beside  it  for 
the  number  three,  &c.    The  following  are  suggested : 


/    3  \ 
Three  \ 


Devise  figures  for  other  numbers,  to  10 


25 

CAmoxs. 

In  reading  numbers  connected  by  signs  of  operation  (  i.  e.  by  -|-,  X,  — , 
-;-)  observe : 

1.  When  the  sign  X  or  the  sign  -=-  stands  between  numbers  and  is 
preceded  by  a  comma,  perform  the  multiplication  or  division  before  making 
any  combination  indicated  by  a  sign  preceding  the  first  of  these  numbers. 

Thus,  3+5—2x3=2;  6+8^2—3=7. 

2.  When  the  sign  X  or  the  sign  -=-  stands  between  numbers  and  is  not 
preceded  by  a  comma,  multiply  or  divide  the  result  of  all  the  combinations 
preceding  the  sign  by  the  number  following  the  sign. 

Thus,  3+5— 2,x3r=18;  6+8, --2— 3=4. 

Note. — The  teacher  should  have  access  to  two  or  three  good  modem 
primary  arithmetics,  in  order  to  get  variety  for  his.number  work ;  without 
constant  change,  and  live  methods,  he  must  fail.  Note  the  methods  in  the 
Manual  for  1884-1885.     They  are  helpful. 

Finally, — the  methods  and  hints  here  proposed  are  but  sujgestion-g ;  re- 
member that  you  are  free  to  use  any  and  all  methods  at  your  command,  and 
that  the  only  requirement  is  to  do  your  work  thoroughly. 

LIMIT  OF  EXAMDTATIOlfS. 

The  teacher  is  constantly  reminded  that  he  is  to  do  as  much  more  than 
the  outlined  work  as  is  possible  for  him  to  accomplish.  The  limit  of  the  ex- 
aminations is  simply  the  minimum  of  the  work  accomplished  by  the  average 
pupU,  and  should  not  restrict  or  hinder  either  pupD  or  teacher  in  his  progress. 
The  teacher  who  selfishly  does  but  minimum  work,  will  fail,  as  he  deserves 

to  do.    Let  the  motto  be,  "Up  and  doing,"  at  all  times. 

^IixisiTM  LIMIT  FOR  PRIMARY  DrvTSiox" — All  possible  co7iibinations  to  12. 

Writing  of  numbers  to  1,000.    Bonvm  notation  to  limits  of  reader  lessons. 

SCALE  OF  examhtatioks. 

October,    through  the  number  2,  February,  through  the  number      8, 

November,    "  "        "         4,  March,  "  "  numbers  9-10, 

December,     "  "        "         6,  April,  "  '•  number       — 

January,        "  "        "         7,  May,  "  "         "  — 

Notes. — For  numbers  to  be  written  in  the  Arabic  notation,  the  progress 
will  be  limited  by  the  following  numbers,  in  order  of  the  months  named 
above:    25,    50.    75,     100,    200,^  400,    600,     1.000. 

Teachers  will  use  the  primary  examinations  on  file  for  the  Fall  and 
Winter  months,  during  the  Spring  term.  This  will  avoid  the  necessity  of 
preparing  them. 

Note  this  careftjlly. — 2'o  pupil  shouM  be  held  back  in  his  number  %Dorh, 
if  possible  to  prevent  it;  while  w-ny  First  Reader  pupils  will  not  be  able  to  do  the 
work  for  the  limits  of  the  Primary  Division,  thase  who  can  do  so  should  have  the 
opportunity,  and  others  should  make  an  e;fort  to  do  thorough  work  to  the  nuinber 
10,  or  12.  Strictly  speaking,  the  true  course  of  the  First  Reader  should  not  extend 
beyond  the  number  10;  at  any  rate  secure  thorough  work  as  far  as  you  go. 


26 


INTERMEDIATE  DIVISION. 


RKADINO 


Books :    Third  and  Fourth  Readers. 

Object:    To  increase  the  vocabulary,  to  acquire  information,  to  develop 
thought,  and  to  express  it  effectively,  both  in  oral  and  written  forms. 


METHODS  AND  HELPS 


To  teach  children  to  think  and  to  comprehend  should  be  the  main  object 
in  the  reading  lesson. 

Assign  short  lessons,  using  for  practice  reading,  review  lessons. 

Before  finishing  this  grade  the  pupils  should  be  able  to  use  synonyms  for 
the  words  and  phrases  in  the  part  of  the  lesson  they  write.  Accept  no  slovenly 
written  work. 

Encourage  each  pupil  to  obtain  a  small  dictionary,  but  do  not  insist  upon 
this  Teach  the  pupils  how  to  use  it,  viz :  to  find  words,  to  determine  their 
pronunciation,  to  get  their  common  meaning. 

In  this  grade  the  pupils  should  be  taught  to  recognize  the  common  deriva- 
tive words,  and  from  them  to  determine  the  primitive  ones,  and  vice  versa. 

The  meaning  of  prefixes  and  suffixes,  if  learned  at  all,  must  be  learned  in 
the  reader,  not  in  the  speller.  This  exercise  should  begin  here  and  advance 
with  the  reading. 

Continue  the  memorizing  of  selections  containing  gems  of  thought. 

Do  not  allow  pupils  to  attempt  to  read  beyond  their  comprehension.  Let 
pupils  bring  story  books  from  home  to  read  aloud  in  the  class. 

The  examinations  will  test  the  pupils'  ability  to  u^e  sj^nonyms,  to  give  the 
derivation  of  words,  to  state  the  meaning  of  prefixes  and  suffixes,  and  to  do 
work  neatly.  Of  course  these  examinations  will  be  purely  elementary  in 
their  character. 

Apply  the  remarks  made  in  the  Primary  Division  to  the  subject  in  this 
division. 


PENMANSHIP. 


OCTOBER. 


Study  the  formation  and  analysis  of  i,  u,  w,  n,  m,  x,  v,  o,  a,  e,  c,  r,  and  s. 
Call  these  short  letters,  and  use  only  the  straight  line,  the  right  and  left  curve 
in  the  analysis  of  each  letter.     Combine  these  letters  by  twos  and  threes  into 


37 

words  and  sentences.     Give  space  in  height  and  width  of  each  letter.     "Have 
aM  the  little  fellows  to  write  daily,  hourly.'      Fix  the  three  principles,  only. 
Constantly  refer  to  this  plate  for  correct  forms,  spacing,  etc. 


■a,  i  i>  <u  •    o 

CM  r*  in 

£   S  <o  a         V 

X  0)  3  "  u  2 


C  ?  JJ  4--  oTNj 

4J    *■    C5  _c  •-*s 

S  "^   4)         "    -    in 


""  °  B 

—  ^  5 

"^2  0 


cU 


^2 


3  Oi 


U 


I-       S 

n  boo 

<a—  in'iv 

•t.4    n  '.r^ 

o  ■"  ci:g 

C  tn  '^'m 

rt ,  rt  Q 

™  u  CT    • 

to  >  ^  w 

o  "  g  W 

'^  o  i  y 


C  1>       ^ 

Si  S  ,H  -a 

g  o  >  a 
=  s  u  s 

I**  w)  ♦^  ^ 

•s  ss-y" 


.S3^ 

o  c  " 
y  o 

O-'C 
•"  o 


Si 


-  ■'  o  CL-a 

a     '■     ■" 


u 


•^  8 


•A  <2 


01  ~  d  in  Sit 
j3  "I  «  in  iM 


28 
Practice  upon  the  following  for  October  specimen. 

LINES  FOR  OCTOBER. 

"Hope — only  Hope— of  all  that  clings 
Around  us,  never  spreads  her  wings." 

NOVEMBER. 

Study  the  formation  and  analysis  of  t,  d,  p,  and  q,and  combine  these  with 
the  short  letters.  Call  this  group  the  semi-extended  letters.  Use  only  the  three 
principles.  Review  the  short  letters;  practice  and  study  the  capital  letters 
containing  the  capital  O.    (O,  C,  D,  E,  G.) 

Copy  for  practice : 

LINES  FOR  NOVEMBER. 

"Friends,  if  we  be  honest  with  ourselves, 
We  shall  be  honest  with  each  other." 

Lead  pupils  to  discover  the  resemblances  of  letters.  The  small  i  alone  is 
the  base  or  main  feature  of  twelve  different  letters.  It  is  easy  to  teach  the 
forms  of  letters  when  pupils  can  be  made  to  understand  how  little  there  really 
is  to  learn.  They  should  know,  for  instance,  after  studying  a  and  t,  that  there 
is  nothing  new  in  d.  All  copies  should  be  written  upon  the  blackboard,  which 
should  be  used  again  and  again  at  every  recitation  in  making  explanations 
and  illustrating  mistakes.  It  is  easy  to  acquire  skill  in  the  use  of  the  board, 
and  no  teacher  should  be  satisfied  for  a  moment  without  it.  If  you  have 
space,  keep  both  small  letters  and  capitals  permanently  on  the  board. 

In  their  second  year  pupils  should  take  pen  and  paper.  Continue  through- 
out the  coures  to  use  the  blackboard  in  presenting  each  lesson.  Blank  paper 
(our  examination  paper  is  good)  will,  for  many  reasons,  do  better  than  copy 
books.  Nothing  can  be  accomplished  when  there  are  four  or  five  different 
numbers  of  books  in  school.  It  is  advised  that  all  pupils  using  pen  and  ink 
write  the  same  copy  at  the  same  hour.  A  child  should  no  more  turn  from  the 
regular  lesson  of  the  day  to  wi'ite  a  neglected  copy  than  he  should,  in  reading 
refuse  to  recite  with  his  class  until  he  has  "caught  up." 

DECEMBER. 

Study  the  formation  and  analysis  of  1,  b,  h,  k,  f ,  g,  y,  z,  f,  and  s.  Use  the 
three  principles,  only.  Combine  these  letters  with  the  semi-extended.  Call 
this  class  of  letters  the  extended.  Practice  and  study  those  letters  containing 
the  "stem  of  beauty,"  as  found  in  the  capital  letter  M.  (A,  B.  P,  S,  M,  N,  R, 
S.  T.) 

Copy  for  practice : 

LINES  FOR  DECEMBER. 

"Into  each  life  some  rain  must  fall ; 
Some  days  must  be  dark  and  dreary." 
Do  not  teach  flourishing,  simply  plain  writing. 

JANUARY. 

Classify  the  letters  into  xipper  and  lower  case  (capital  and  small);  sub- 
divide the  lower  case  into  short,  semi-extended  and  extended.    Thus: 


29 

{  UPPERCASE. 

Letters     ]  ( Short, 

(  LOWER  CASE.  \  Semi-extended, 

(  Exleaded. 

Practice  and  study  those  capitals  (upper  case)  not  yet  studied.  Let  each 
pupil  select  and  practice  writing  a  short  saying,  or  stanza,  of  not  more  than 
four  lines,  during  the  month.  This  will  be  called  for  in  the  January  exam- 
ination. 

FEBRUARY. 

Let  those  pupils  who  are  advanced  dropout  of  the  class,  if  they  desire,  but 
have  them  understand  that  the  February  examination  will  contain  a  review 
of  Penmanship.  Let  the  teacher  give  his  class  practice  in  such  work  as  he 
may  think  best,  but  do  not  abandon  the  writing  exercise. 

Write  and  receipt  bill  for  three  articles  purchased  of  your  nearest  mer- 
chant as  a  specimen  of  your  penmanship.  Be  certain  that  the  date,  place, 
name,  etc.,  are  correctly  written.    Take  the  specimen  at  any  time. 

Other  months  at  the  discretion  of  the  teacher. 

Note. — The  superintendent  believes  that  one  copybook  in  the  ungraded 
schools  will  be  all  sufficient  in  the  course.  He  has  carefully  studied  the  va- 
rious systems,  and  believes  that  any  author  giving  a  complete  analysis  of  all 
the  letters  in  one  book,  will  best  serve  the  purpose  of  the  examination.  He 
also  believes  that,  no  matter  what  book  is  used,  it  is  best  to  teach  the  three 
principles,  only. 

It  should  be  remembered  that  constant  practics,  with  a  view  to  improving 
each  individual  letter  is  the  only  way  to  perfect  your  penmanship. 

The  teacher  will  select  one  of  the  following  forms  for  practice,  at  such 
times  as  he  deems  best : 


\ccdtu^  (^/^.,  ^^^  ^,  /(TcTcr. 


w^^  9^v  6^^/  //  yyy^' 


eui 


(^oiA,  ^i^t^.  ^6,  /66^. 


^^,- 


iiy'yv. 


80 


7  f.  //^^ 


VV'    ^IXeci 


u  my,.— 


(^€4y.    S^h/>/    '^^«-. 


c-«-/^. 


Name  of  Pupil.) 


^    ant,    &U, 


(Name  of  Pupil.) 


(Name  of  Pupil.) 


f^ClM     '-^^^-ttd^'^j , 


(Naine  of  Pupil.) 

Have  pupils  draw  exact  size  of  envelope  upon  slates,  write  and  address  its 
for  mailinji,  and  criticise. 

Continue  this  at  pleasure,  always  having  the  question  of  punctuation, 
form,  and  neatness  in  view.     Break  up  any  incorrect  habits  already  formed. 


ORTHOGRAPHY. 


If  the  spelling  book  is  used  at  all  it  should  not  be  introduced  before  the 
pupil  enters  the  Fourth  Reader  grade.  Spell  eveiy  new  word  in  the  reader 
when  first  found  and  constantly  review  .those  likely  to  be  misspelled.  Spell 
all  the  proper  names  from  the  geography  likely  to  be  missed.  Do  this  in 
other  branches,  also. 


LANGUAGE. 


(See  Appendix.) 


31 
ARITHMETIC. 


The  Third  Reader  class  should  complete  the  work  of  any  modern  Arith- 
metic, No.  1 ;  in  other  words,  this  amount  of  work  should  be  given  this  class 
before  it  enters  the  Practical,  or  Written  Arithmetic.  The  great  trouble  has 
usually  been  that  teachers  push  their  pupils  along  too  rapidly  in  the  primary 
grades  in  this  branch.  Let  us  do  our  work  more  carefully  and  patiently  than 
ever  before.  The  future  success  of  the  pupil  in  this  branch  lies  in  his  ability 
to  master  the  fundamental  rules.  If  he  has  the  ability,  give  him  the  oppor- 
tunity. The  teacher  will  use  his  discretion  about  the  extent  of  the  work  in 
this  grade,  and  v/ill  hold  examinations  at  such  times  as  he  may  think  best. 
These  should  be  at  least  monthly. 

If  the  text  book  be  placed  into  the  hands  of  the  pupil  in  the  Third  Reader, 
it  should  be  some  good  primary  one,  not  the  written  arithmetic.  No  rules 
should  be  required,  simply  an  abundance  of  practice  as  suggested  in  the 
Primary  Division. 

OCTOBER. — BEGINNERS. — WRITTEN  ARITHMETIC. 

1.  Notation  and  Numeration ;  two  methods.  Unit,  number,  figure,  order, 
Deriod. 

2.  Addition ;  sum  or  amount,  sign,  equality,  equation. 

3.  Understand  and  define  like  and  unlike  numbers. 

4.  Dollar  sign,  number  of  places  for  cents,  mode  of  expressing  cents. 

5.  Drill  on  adding  columns  of  numbers. 

6.  Subtraction:  minuend,  subtrahend,  difference  or  remainder,  sign. 

7.  How  prove  work  ? 

8.  Many  examples  involving  addition  and  subtraction. 

9.  In  examples  to  be  explained,  the  operations  should  be  indicated  by 
signs. 

10.  Tables  of  Money  and  Time.     Use  them  in  many  simple  problems. 
Note.— Solve  at  least  one  example  a  day  in  Mental  Ai'ithmetic,  using   a 

method  of  analysis  similar  to  the  following: 

Example  :  John  is  sent  to  the  store  with  a  five  dollar  bill ;  he  buys  fifty 
cents'  worth  of  coffee  and  a  dollar's  worth  of  sugar.  How  much  change 
should  he  receive. 

After  the  pupil  has  repeated  the  example  understandingly,  he  should  say : 
Since  John  paid  fifty  cents  for  coffee  and  a  dollar  for  sugar,  he  paid  for  both 
the  sum  of  fifty  cents  and  one  dollar,  which  is  one  dollar  and  fifty  cents.  He 
should  receive  in  change  the  difference  between  five  dollars  and  one  dollar 
and  fifty  cents,  which  is  three  dollars  and  fifty  cents. 

Drill  !  Drill  ! !  Drill  ! ! ! 

Economy  op  Time  :  Assign  problems  for  solution  at  the  study  desk ; 
have  these  solved  and  indicated  upon  the  slates  as  they  would  appear  upon 
paper  in  the  monthly  examinations.  Spend  all  the  time  of  the  recitation  ia 
the  analysis  of  these  problems,  and  in  questioning  the  pupils  concerning 
principles  and  processes.  Many  teachers  in  tlie  country  actually  lose  all  the 
time  of  the  recitation  in  the  preparation  of  problems  at  the  blackboard. 
Tfi^.  ntudv  desk  is  the  place  for  all  preparation  of  tcork  for  the  recitation. 


as 

NOVEMBER. 

1.  Multiplication:  multiplicand,  multiplier,  product,  sign. 

2.  The  denomination  of  the  product.     What  about  the  multiplier? 

Multiplicand  X  Multiplier  =:  Product. 

Product. 


Piinciples 
of 
Multiplication : 


i  =  Multiplicand. 


Multiplier. 

Multiplier. 


Product.  1  _ 

Multiplicand.    ) 


5.    Table  of  dry  Measure  vrith  a  review  of  the  tables  already  learned. 

Note. —  Solve  at  least  one  example  a  day  in  M^^ntal  Arithmetic,  using  a 
method  of  analysis  similar  to  the  following : 

Example:     Find  the  cost  of  five  bushels  oats  at  thirty-fi^e cents  a  bushel. 

After  the  pupil  has  repeated  the  problem  understandinglj^  he  should  say  : 
Since  one  bushel  of  oats  costs  thirty-five  cents,  five  bushels  will  cost  five  times 
thirty-five  cents,  which  is  one  dollar  and  seventy-five  cents ;  hence  five  bush- 
els of  oats  will  cost  one  dollar  and  seventy-five  cents . 

Drill  !  Drill  ! !  Drill  ! ! ! 

Do  not  stop  with  the  limit  of  the  examination  but  move  right  along  as 
far  as  possible  to  do  the  work  thoroughly. 

DECEMBER. 

1.  Division ;  dividend,  divisor,  quotient,  signs,  remainder. 

2.  How  prove  work  ? 

3.  What  are  the  factors  in  division  ? 

4.  Understand  and  define  even  and  odd  numbers,  prime  and  composite 
numbers. 

5.  All  work  to  be  explained  should  be  indicated. 
Dividend. 


Principles 
6.  of 

Division: 


Divisor. 
Dividend, 


(  =  Quotient. 


=Divisor. 


Quotient. 

Divisor  X  Quotient  =  Dividend. 

7.  Table  of  Long  Measure  with  a  review  of  the  tables  already  learned. 

8.  Solve  at  least  one  example  a  day  in  Mental  Arittmietic,  using  a 
method  of  analysis  similar  to  the  following : 

Ex,\MPLE :  Mary  sold  four  quarts  of  berries  at  ten  cents  a  quart,  and  with 
the  money  bought  calico  at  five  cents  a  yard.  How  many  yards  of  calico  did 
she  receive? 

Since  one  quart  of  berries  is  worth  ten  cents,  four  quarts  must  be  worth 
four  times  ten  cents,  which  is  forty  cents.  If  for  five  cents  she  received  one 
yard  of  calico,  for  forty  cents  she  would  receive  as  many  yards  as  five  cents 
are  contained  times  in  forty  cents,  which  are  eight  times ;  hence  eight  j^ards  of 
calico. 

Drill  !  Drill  !I  Drill  !!! 

Do  all  work  tlioroughlj^  indicate  and  give  full  analysis  of  ever}'  problem; 
have  new  and  original  problems  every  day. 


33 

JANUARY. 

Compound  Numbers :  Classify  tables  into  money,  weight,  measures  of 
extension,  of  capacity,  circular,  time,  miscellaneous. 

Reduction :     Ascending.     Descending. 

Have  full  analysis  of  each  problem ;  give  appropriate,  practical  problems 
upon  each  table. 

FEBRUARY. 

The  fundamental  rules  applied  to  compound  denominate  numbers.  The 
Government  Land  Surveys  and  practical  land  problems  applied  to  farming 

Numbers  factored  to  100. 

Drill  !  Drill  ! !  D'-ill  ! ! ! 

Other  months  at  the  discretion  of  the  teacher ;  usually  it  will  be  well  to 
take  the  October  work  for  the  B.  Class,  in  this  Division,  for  this  month ;  if  the 
class  attend  through  the  spring  months  it  is  best  to  take  the  regular  monthly 
work  for  the  fall  months ;  this  prepares  the  pupil  for  strong  work  during  the 
following  year. 

OCTOBER. — B.  CLASS. 

1.  Factoring :     prime  and  composite  numbers ;  even  and  odd  numbers, 

2.  Divisor,  common  divisor,  greatest  common  divisor. 

3.  Find  the  Greatest  Common  Divisor  of  numbers  by  factoring  only. 
Be  able  to  explain  the  woik. 

4.  Multiple,  common  multiple,  least  common  multiple. 

5.  Find  the  Least  Common  Multiple  by  factoring.  Be  able  to  explain 
the  work. 

6.  Longitude  and  Time. 

NOVEMBER. — FRACTIOKS. 

Note. — Remember  that  fractions  occur  in  nearly  every  calculation  of 
actual  business,  and  that  these  fractions  usually  appear  in  the  simple  forms 
of  halves,  thirds,  fourths,  etc. ;  hence  the  importance  of  this  subject.  (A  frac- 
tion is  a  division.) 

1.  Fraction:  terms  (numerator  and  denominator),  proper,  improper, 
mixed  numbers,  simple,  compound,  complex. 

2.  How  reduce  a  fraction  to  its  lowest  terms  ?  -  Upon  what  principle 
does  this  depend  ?    Notice  the  use  here  made  of  factoring. 

3.  How  reduce  an  improper  fraction  to  an  integer  or  a  mixed  number  ? 
Solve  many  examples  mentally,  using  a  rigid  form  of  analysis,  as :  Reduce 
7-2  to  a  mixed  number.  Since  in  one  unit  there  are  2  2,  in  7-2  there  are  as 
many  units  as  2-2  is  contained  times  in  7-2,  which  is  three  times  and  a  half ; 
hence  7-2  are  equal  to  33^  units. 

4.  How  reduce  a  mixed  number  to  an  improper  fraction  ? 

Solve  many  examples  mentally,  using  a  rigid  form  of  analysis,  as :  Re- 
duce 33^  to  an  improper  fraction.  Since  in  one  unit  there  are  2-2,  in  3  units 
there  must  be  three  times  2-2  which  is  6-2 ;  and  6-2  +  %  equals  7-3. 

5.  How  reduce  a  whole  number  to  the  form  of  a  fraction? 

6.  How  reduce  fractions  to  their  least  common  denominator?  What 
former  principle  is  applied  here,  and  of  what  use  is  this  case  ? 

7.  Addition  of  fractions. 


34 

8.     Subtraction  of  fractious. 
Drill  !     Exercise  ! !     Practice  ! ! ! 

Turn  forward  to  the  promiscuous  problems  and  solve  those  which  apply 
to  principles  already  learned. 

DECEMBER. 

1.    Multiplication  of  fractions. 

1.     How  mujtiply  a  fraction  by  a  fraction? 

3.  Whenever  a  whole  number  is  one  of  the  factors,  change  it  to  the  form 
of  a  fraction,  and  then  proceed  as  in  multiplication  of  one  fraction  by  another. 

4.  Division  of  fractions. 

5.  How  divide  a  traction  by  a  frlaction  ? 

6.  Whenever  a  whole  number  occurs  in  division  of  fractions,  change  it 
to  the  form  of  a  fraction,  and  then  proceed  as  in  division  of  fractions. 

Review  where  most  needed. 

JANUARY. — DECIMAL  FRACTIONS. 

Note. — The  only  point  in  decimal  fractions  is  the  decimal  point.  The 
other  principles  are  the  same  as  in  simple  numbers. 

1.  Notation  and  numeration.     Drill !     Be  thorougli ! ! 

2.  Location  of  the  decimal  point  in  addition  and  subtraction. 

3.  Learn  the  rule  verbatim  for  multiplication  and  division. 

4.  Change  a  decimal  fraction  to  a  common  fraction. 

5.  Change  a  common  fraction  to  a  decimal  fraction. 

6.  Difference  between  a  decimal  and  a  common  fraction. 

Pupils  should  write  promissory  notes  at  this  stage ;  they  should  be  able 
to  make  out  bills  and  receipt  them. 

FEBRUARY. 

Review  if  thought  best ;  if  not  necessary  take  up  the  October  work  for 
the  Advanced  Division.  Do  not  neglect  practical  problems  in  lumbei  trade ; 
in  avoirdupois  weight,  etc. 

Turn  to  any  or  all  problems  not  understood  and  have  pupils  solve  and  ex- 
plain  until  the  principle  is  fixed  in  the  mind.  If  thorough  work  is  done,  the 
class  should  take  up  percentage,  and  push  on  to  such  point  as  the  teacher's 
judgment  may  dictate.. 

The  examination  for  this  month  will  be  made  up  of  practical  problems, 
closing  with  decimals. 

The  teacher  will  use  his  judgment  as  to  work  for  other  months. 

ORAL  GEOGRAPHY. 


Books :     None  needed  by  the  pupil. 

Object:  To  prepare  the  pupil  for  the  text-book,  by  giving  him  primary 
IDEAS  concerning  the  earth,  and  by  teaching  him  to  recognize  objects  by  their 
proper  geographical  sj^mbols,  as  used  upon  ma])s  and  globes. 

OCTOBER. 

[Much  of  the  following  is  adopted  from  White's  Oral  Lessons  in  Geography, 
now  out  of  print.] 

The  idea  op  time  ; — Light  called  day,  darkness  night.      Days  long  in 

summer  and  short  in  winter ;  nights  the  opposite.      Winter  evenings  long, 


summer,  short.  Day  and  night  together  a  natural  clay,  or  34  hours. 
Babylonians  began  day  at  sunrise ;  the  Jews,  at  sunset.  The  civil  day  begins 
and  closes  at  midnight,  Twenty-four  hours  in  a  day.  Number  of  hours  in  a 
school  daj';  number  of  times  the  clock  strikes;  when  school  opened  to-daj'; 
when  it  will  close ;  length  of  recess ;  of  noon ;  number  of  recesses  in  an  hour ; 
school  be  silent  a  minute;  length  of  class  exercise;  time  to  walk  home; 
minutes  in  an  hour ;  seconds  in  a  minute :  use  of  clocks  and  watches ;  use  of 
hands,  and  how  to  tell  the  time ;  sun-dials,  and  how  made ;  noon-marks,  and 
when  useful ;  hours  measured  formerly  by  the  burning  of  notched  candles ; 
by  hour-glass.  Names  of  days  of  week;  the  first  and  last  day;  weeks 
in  a  month;  weeks  since  a  visit,  since  school  began;  a  year;  from 
birthday  to  birthday;  from  Christmas  to  Christmas;  from  New  Year 
to  New  Year;  months  in  a  year;  weeks;  days;  time  table  learned. 

METHODS  ASD  HELPS. 

In  giving  oral  examination  we  should  ever  bear  in  mind  that  the  child 
acquires  a  real  knowledge  of  things  generally  through  its  own  observation. 
Keep  in  mind,  then,  that  the  instruction  is  upon  real  objects,  and  that  your 
inquiries  must  appeal  to  the  senses  of  the  pupil  for  answers.  Wherever  prac- 
ticable, bring  the  object  before  the  class.  If  not  so,  try  to  get  pictures  for 
your  illustration. 

The  child's  limbs  are  important  factors  in  securing  an  education ;  give 
tbem  something  to  do  at  each  lesson. 

Make  your  lessons  short,  but  lively.  Be  brief,  Five  minutes  daily  are 
sufficient  to  complete  the  course. 

Enter  into  the  spirit  of  the  lesson  j^ourself,  or  you  will  fail.  Be  filled 
with  that  enthusiasm  which  inspires  others. 

NOVEMBER. 

The  idea  op  place, — The  terms,  right,  left,  front,  back.  Point  in  these 
directions:  name  numerous  objects  in  these  directions;  change  positions  and 
name  as  before ;  teacher  names  objects  and  class  locate  by  same  terms ;  the 
individual  names  of  objects  located  by  the  class,  and  visa  versa.  Objects  up- 
on the  table,  or  floor,  located  in  same  manner.  Point  to  top,  bottom,  right 
side,  left  side,  and  center  of  map. 

Idea  of  direction. — Pupils  face  the  rising  sun ;  the  setting  sun ;  at  noon ; 
sunrise,  and  sunset;  face  east;  the  west;  shadow  in  morning,  evening;  noon; 
face  shadow  at  noon,  face  is  north  and  back  south ;  face  the  different  points 
of  the  compass ;  (exhibit  compass,  if  possible  to  do  so ;)  pupils  point  in  succes- 
sive directions ;  locate  numerous  objects  in  the  room;  pupils  walk  so  many 
steps  in  given  direction ;  directions  of  lines  in  room,  (cracks,  desks,  &c. ;)  sides 
of  room;  objects  near  the  house;  walks  of  pupils  to  and  from  school.  The 
semi  cardinal  points;  location  of  more  objects  in  and  out  of  school-room; 
direction  of  north  wind,  east  wind. 

How  does  the  sun  get  back  to  the  east  every  twenty-four  hours  ?  Is  the 
world  flat  ?  If  so,  how  does  the  sun  get  through  ?  Is  the  sun  larger  or 
smaller  than  the  earth  ? 


.V 


r 

N 


v^ 


36 


DECEMBER. 

Idea  op  distance.— Compare  the  length  of  objects  with  each  other;  sup- 
ply the  pupils  with  foot  rules ;  guess  length  of  objects,  then  measure  them ; 
extend  this  practice  to  the  yard,  when  inside  of  room  is  exhausted ;  secure  a 
line  one  rod  in  length ;  pupils  guess  distances,  then  measure  them :  select  ob- 
jects a  half  mile  away;  a  mile  away;  distance  to  school,  or  home;  to  church; 
combine  distance,  time,  and  direction,  by  the  us«i  of  imaginary  or  real  jour- 
neys. To  illustrate,  "The  church  is  about  a  mile  due  east,  and  it  will  take 
twenty  minutes  to  walk  to  it." 

Review  most  difficult  points. 

Idea  of  map. — Top  of  board,  north ;  bottom,  south ;  right  hand,  east ;  left 
hand,  west.  Drawmap  of  schoolroom,  upon  a  definite  scale.  Locate  doors, 
windows,  stove,  desks,  &c.  Pupil  locate  with  pointer;  compare  map  with 
room ;  note  tlie  boundaries ;  same  of  lot ;  of  a  well  known  farm ;  draw  map  of 
school-grounds  upon  slate;  draw  this  figure, — 


2 

B 

4 

8 

1 

7 

3 

9 

6 

Form  many  questions,  such  as :  Direction  of  3  from  1 ;  4  from  1 ;  2  from  6,  &c. 
Draw  map  of  district  and  township ;  represent  roads,  villages,  bridges, 
&C-,  upon  this; use  map  to  find  symbols  of  object;  continue  this  until  pupils 
can  locate  all  objects,  and  draw  a  neat  map  of  the  township.  Let  each  pupil 
prepare  and  file  map  with  the  examination. 

JANUARY. 

Take  pupils  on  imaginary  journeys  in  different  directions,  noting  hills, 
streams,  prairies,  woodlands,  villages,  &c. ;  let  pupils  tell  of  what  they  have 
seen  when  abroad.    Review  township  mnp. 

Let  pupils  tell  of  the  kinds  of  soil;  speak  of  the  Sahara;  the  prairies; 
name  grains  produced;  name  some  production  of  China,  South  America, 
Greenland.  (When  you  name  a  place,  always  point  to  it  on  the  map.)  Talk 
of  trees,  and  go  from  known  trees  to  the  great  trees  of  California,  \md  the 
Brazilian  forests ;  how  to  tell  the  age  of  trees ;  useful  trees :  pupils  name 
fruits ;  name  fruits  eaten,  but  not  grown  in  vicinity ;  find  pictures  of  tropif^al 
fruits;  pupils  name  domestic  animals  at  home;  why  is  each  one  useful? 
Name  wild  animals ;  those  of  the  woods ;  of  the  house  and  barn ;  fur-bear- 
ing animals;  burrowing  animals ;  races  of  men. 

Talk  of  Indians,  and  where  found ;  of  Japanese ;  of  Poles,  &c.  Occupa- 
tions of  people ;  wild  and  domestic  flowls ;  sp'-ak  of  some  of  the  most  im- 
portant ones ;  define  the  different  kinds  of  meat^'^  talk  of  the  four  seasons, and 

heir  products;  sun  nearer  earth  in  winter  thau  summer;  sun's  rays  more 
dtVeci  in  summer;  shadow  shorter  in  summer. 

Draw  county  map,  and  take  imaginary  journeys  across  it;  locate  and  point 
out  all  things  of  importance ;  pupils  point  toward  real  objects  in  county; 
bound  it;  bound  township;  bound  school-room.  File  map  with  regular 
examinations. 


11^ 


FEBRUARY. 

"With  state  map  suspended  before  pupils,  point  out  your  village,  town- 
ship, county  seat,  your  county;  counties  made  up  of  townships;  a  state  of 
counties.  Draw  outline  of  your  county  upon  board,  on  same  scale  as  state ; 
your  state  as  many  times  larger  than  your  county,  as  your  state  map  is  larger 
than  the  county  map ;  time  it  would  take  to  cross  the  state  at  the  rate  of 
twenty  miles  per  day ;  locate  and  find  capital;  why  called  capital ;  speak  of 
fdovernor  and  legislature  i  if  a  pupil  has  seen  the  capital,  let  him  speak  of  it ; 
pupils  point  toward  it;  find  and  locate  metropolis;  a  journey  from  capital  to 
metropolis ,  how  made ;  what  crossed,  and  how ;  find  and  locate  asylum  for 
blind ;i  deaf  and  dumb;yor  lunatics;  the  state's  prison;  Arsena^;  normal 
schoolVnoted  colleges ;  places  noted  for  the  manufacture  of  certain  things;  /H'Vl 
noted  historical  items  of  interest;  find  location  for  certain  mineral  products; 

take  steamboat  at ,  for ,  and  tell  what  you  would  pass ; 

with  what  would  you  load  and  unload ;  canal,  if  any ;  take  cars  from , 

to ;  note  places  of  interest;  name  exports  of  home  market;  imports 

of  same ;  imports  and  exports  of  state ;  a  noted  monument  or  park ;  oldest 
town  in  state. 

Summary. — Boundaries  and  extent;  surface;  soil  and  productions; 
climat«3;  minerals;  manufacturers  and  commerce;  internal  improvements; 
education;  cities;  rivers,  &c. 

The  following  is  left  to  tlie  discretion  of  the  teacher,  as  to  the  time  for  study. 

Find  picture  of  a  hill ;  select  one  in  neighborhood  if  possible ;  talk  of  its 
foot,  sides,  top  (or  summit),  slope,  &c ;  get  an  idea  of  a  precipice ;  secure  defi- 
nition for  hilh  (mountain.  Top  covered  with  snow,  very  high,  clouds  rolling 
round  it,  &c.xn^ountains  joined  together;  a  tunnel;  use  of  mountains;  a  vol- 
cano;  show  picture  of  one;  tell  of  fearful  eruptions,  and  noted  volcanoes; 
define  mountain  range  and  volcano ;  all  plains  not  level ;  a  gradually  rolling 
country  a  plain ;  talk  of  prain^s ;  define  plain,  valley,  prairie,  desert.  Streams, 
great  and  small;  their  direction,  mouth,  head,  channel,  bed,  brancEes,  rapids,_ 
falls;  speak  of  freshets  and  inundations \ta.Vs.  of  steamboats,  head  of  Baw^ar" 
tionT  commerce,  ^c  ;"^efine  spring,  rivulet,  brook  and  river.  Talk  of  ponds, 
lakes ;  their  shores,  outlets  and  inlets ;  waves  and  how  caused ;  speak  of  storms 
and  waved-tossed  ships;  define  lake,  pond. 

LOCAL   GEOGRAi'HY. 

Be  sure  that  your  pupils  have  ideas  before  words.  A  correct  idea  of  a 
cape  or  island  should  precede  the  definition.  The  names  of  the  lines  and 
circles  upon  maps  should  be  early  taught.  Outline  maps  are  almost  indispen- 
sable in  teaching  local  geography  without  the  text.  If  they  cannot  be  had, 
the  teacher  should  draw  them  upon  the  board.  Place  maps  upon  the  north 
board  or  wall.  Provide  a  wooden  pointer  whose  end  is  covered  with  a  pen- 
cil eraser.  The  teacher  should  insert  some  interesting  fact  as  the  pupils  point 
out  places. 

Advance  Lessok.— The  teacher  directs  class  to  a  few  objects  as  repre- 
sented upon  the  map.  He  names  them  distinctly  and  requires  class  to  do  so 
in  concert,  as  the  pupil  points  to  theni.  Difficult  names  are  repeated  by 
teacher  and  pupils. 


?* 


38 

The  second  time  the  lesson  is  passed  over,  the  pupil  will  locate  (silently 
with  pointer;  the  places  in  exact  order,  without  aid  from  the  class  or  the 
teacher.     "Not  right,"  or  "omitted,"  should  arrest  the  pupil  at  every  error. 

Review  Lessox. — The  pupil  will  give  the  location  of  objects  in  words 
while  pointing.  Tlie  pupil  sliould  follow  the  models  given  for  the  recitation. 
It  will  be  a  saving  of  much  valuable  time  to  adopt  a  definite  model  for  the 
location  of  places. 

It  is  well  to  divide  the  class  into  two  divisions,  and  have  pupils  in  each, 
test  the  other  by  asking  such  questions  as  they  may  think  difficult.  Some 
record  of  the  failures  or  credits  will  enable  class  to  see  which  is  most  suc- 
cessful.   This  test  will  apply  to  text-book  geography,  also. 

A  short  written  review  daily  will  stimulate  to  exact  and  careful  work. 

Pupils  should  be  encouraged  to  find  new  facts  concerning  places,  and  to 
tell  them  in  their  own  language. 

Be  careful  about  the  use  of  good  language. 

Let  one  pupil  give  boundaries  of  a  country ;  another  the  names  and  de- 
scription of  its  rivers ;  another  its  capes ;  another  its  cities,  &c.,  always  telling 
of  important  things  connected  with  each. 

Whenever  the  teacher  is  uncertain  as  to  a  pupil's  knowledge,  he  should 
ply  him  with  searching  questions  concerning  the  doubtful  points. 

Where  the  outlines  of  a  country  are  somewhat  regular  they  should  be 
sketched,  and  form  an  essential  part  of  the  preparation  for  work.  Map 
drawing  is  a  necessary  aid  to  the  study  of  geography,  provided  the  geography 
is  not  lost  sight  of  in  the  embellishment  of  the  map. 

MODELS. 

Political  Divisions. — The  United  States  is  bounded  on  the  north  by 
British  America,  on  the  east  by  the  Atlantic  Ocean,  on  the  south  by  the  Gulf 
of  Mexico  and  Mexico,  and  on  the  west  by  the  Pacific  Ocean.  (Alaska 
should  be  bounded  separately  as  a  part  of  the  U.  S.)  The  capital  is  Wash- 
ington. 

Peninsdlas. — Lower  California  is  in  the  western  part  of  Mexico  and 
embraced  by  the  Gulf  of  California  and  the  Pacific  Ocean. 

Capes.— Cape  Hatteras  is  the  eastern  extremity  of  North  Carolina,  and 
extends  into  the  Atlantic  Ocean. 

Islands. — Cuba  is  southeast  of  Florida,  in  the  Atlantic  Ocean. 

Mountains. — The  Appalachian  mountains  are  in  the  eastern  part  of  the 
United  States,  and  extend  northeast  and  southwest  in  a  line  parallel  with  the 
coast. 

Mountain  Peaks.— Mount  Washington  is  a  peak  of  the  White  mountains, 
in  New  Hampshire 

Isthmuses.— The  Isthmus  of  Darien  connects  North  and  South  America, 
and  separates  the  Atlantic  and  the  Pacific  Oceans. 

PiiOMONTtmiES.  — See  model  for  cape. 

Volcano. — See  model  for  a  mountain  peak. 

Valley. — The  Valley  of  tho  Mississippi  lies  between  the  Appalachian 
mountains,  on  the  east,  and  the  Rocliy  mountains  on  the  west. 


39 

Seas,  Gtilfs,  Bats,  Sounds,  and  Inlets.— The  Caspian  sea  is  on  the 
boundary  of  Europe  and  Asia,  at  the  Southeast  of  Europe,  and  has  do  outlet. 

Straits  and  Channels. — Florida  strait  separates  Florida  and  Cuba,  and 
connects  the  waters  of  the  Atlantic  with  the  Gulf  of  Mexico, 

Lakes. — Peoria  lake  is  north  of  Central  Illinois,  and  has  the  Illinois 
river  as  its  outlet.  ' 

Rivers. — The  Ohio  is  formed  by  the  junction  of  the  Alleghany  and  the 
Monongahela  in  the  western  part  of  PennsyWania,  flows  southwest, 
into  the  Mississippi. 

CiriES.^Cairo  is  at  the  junction  of  the  Ohio  and  Mississippi  rivers,  in 
Southern  Illinois. 

EXTENT   OF  ORAL  GEOGRAPHY. 

The  extent  of  oral  geography  should  not  stop  short  of  a  fair  knowledge 
of  the  United  States ;  a  limited  knowledge  of  South  America,  Europe,  Asia 
and  Africa. 

The  teacher  should  know  his  lessons  well,  should  make  his  explanations 
sparkle  with  condensed  information  in  the  shape  of  curiosities,  and  inter- 
esting facts,  and  should  leave  his  pupils  ready  and  willing  to  take  up  the  text- 
book when  prepared  to  enter  it. 

But  one  text  should  be  purchased  in  the  rural  schools.  Pupils  should  not 
purchase  the  primary  geography,  but  remain  in  the  oral  geography  until  they 
reach  the  fourth  reader ;  then  one  book  will  do  for  the  two  year's  work  re- 
quired. 


TEXT-BOOK  GEOGRAPHY. 


Book  ;    Any  author. 

Object :     Definite  work  in  the  geography  of  the  United  States,  and  a  short 
study  of  other  countries  in  North  America. 
Time :     One  to  two  years. 
Grade:     Fourth  Reader. 

OCTOBER. — STUDY  OP  ILLINOIS. 

1.  Position:  Latitude,  longitude,  outline  (regular  or  irregular),  extent 
(east  or  west)  in  miles,  area  (compare  in  size  with  surrounding  States),  coast 
waters  bordering  it. 

2.  Surface:     Level,  undulating,  hilly. 

3.  Boundaries  (exact  constitutional),  of  home  state. 

4.  Rivers:  Mississippi,  Ohio,  Wabash,  Rock,  Illinois,  Kaskaskia, 
Sangamon. 

5.  Lakes:     Michigan,  Peoria. 

6.  Climate:    Modified,  how? 

7.  Natural  Advantages :     On  the  surface,  in  the  earth,  on  the  water. 

8.  Occupations :     Agricultural,  mining,  manufacture,  transportation. 

9.  Internal  Improvements :  Railroads  (5),  canals.  State  house,  peniten- 
tiaries, colleges,  asylums,  etc. 

10.  Name  and  locate  ten  prominent  cities. 

11.  Education:  State  superintendent,  county  superintendent,  school 
trustees,  school  directors,  teachers. 


40 


12. 
13. 


History  of  the  capital,  with  dates  of  removal. 
Number  of  counties,  boundaries  of  this. 


METHODS  AND  HELPS. 


As  many  of  the  pupils  in  this  grade  may  not  enter  tlie  schools  until  a 
short  time  before  the  examination,  the  outline  is  lirnited  to  your  home  state ; 
but  you  should  move  right  along  with  the  next  month's  work,  even  if  it  be 
done  before  the  examination.  This  division  into  months  is  simply  for  the 
purposes  of  examination — not  as  a  limit  to  study. 

First,  complete  the  study  of  Illinois,  in  order  to  get  a  model,  then  fill  out 
a  form  similar  to  this,  but  somewhat  fuller,  and  more  complete.  Make  a 
special  study  of  it.  The  form  should  contain  a  few  more  cities  and  objects 
of  interest. 

Adopt  this  or  some  other  similar  form  for  each  state.  It  will  be  needed 
in  written  reviews : 

BLACKBOAKD   FORM.     . 


1818. 
Illinois. 
"Sucker  State. 


Boundary. 

A^-ea. 

Population. 


Rivers. 


Lakes. 


Cities. 


Mississippi. 
Rock. 

Illinois — Sangamon. 
Kaskaskia. 
Ohio — Wabash. 
Michigan. 
Peoria. 

'  Chicago. 
Peoria. 
Bloomington. 
Quincy. 
Alton. 
Joliet. 

Springfield. 
Centralia. 
Etc.,  etc. 
Vegetable  productions. 
Mineral  productions. 
Objects  of  interest. 
^Draw  map. 

A  pupil  may  place  forms  similar  to  preceding,  upon  the  board,  for  each 
state ;  the  teacher  should  see  that  it  contains  all  that  is  found  in  the  outline. 
If  the  teacher  considers  other  objects  of  sufficient  interest,  he  should  insert 
them  at  the  proper  place. 

Use  this  book  in  the  study  of  each  State  and  follow  the  topic  lists  in  the 
recitation.  Pupils  should  build  up  the  Brace  Form  on  their  slates  ^or  wnac  is 
better,  in  their  note  books),  and  be  required  to  reproduce  them  on  the  board. 
Talk  about  the  length  and  breadth  of  Illinois;  its  wavigable  rivers;  lake  coast; 
why  favorable  for  commerce  ;  its  imports  and  exports  ;  railroads  ;  coal  and 
lead  mines  ;  its  principal  canal  (define  canal);  its  two  Normal  Schools;  State 
University;  penitentiary;  bridge  at  East  St.  Louis;  shot-tower  and  crib  at  Chi- 
cago. Let  the  teacher  direct  pupils  how  to  find  these  and  many  more  items  of 
interest.  Make  good  use  of  all  the  special  geographies  of  Illinois.  Read  all 
that  can  be  found  concerning  a  place  while  studying  it. 


41 


Define  the  following  terms  at  the  proper  time  in  the  study  of  the  above: 
Valley,  plain,  prairie,  forest,  rivulet  or  rill,  brook,  course  of  a  river,  source  of 
of  a  river,  mouth  of  a  river,  bank  of  a  river,  right  bank,  left  bank,  bed  of  a 
river,  river  basin,  pond,  lake  shore,  harbor,  railroad,  village,  town,  capital, 
Capitol,  metropolis,  political  division,  map. 

NOVEMBES. — NORTH  ATLANTIC  STATES. 

(New  England.) — Arrange  the  following  geographical  objects  by  States, 
as  suggested  for  Illinois :  Rivers, — St.  John's,  St.  Croix,  Penobscot,  Kenne- 
bec, Androscoggin,  Merrimac,  Connecticut,  Thames.  Lakes, — Grand,  Moose- 
head,  Chesuncook,  Winnipeseogee,  Memphremagog,  Champlain.  Bays, — 
Passamaquoddy,  Penobscot,  Casco,  Massachusetts,  Cape  Cod,  Buzzard's,  Nar- 
ragansett.  Mountains, — "White  and  Green.  Mountain  Peaks, — Mt.  Katahdin, 
Saddle  Back,  Mt.  Washington,  Mt.  Mansfield,  Killington  Peak,  Mt.  Tom,  Mt. 
Holyoke.  Islands, — Grand  Menan,  Mt.  Desert,  Nantucket,  Martha's  Vineyard. 
Capes, — Ann,  Cod.  Cities, — Portland,  Augusta,  Bangor,  Manchester,  Concord, 
Nashua,  Portsmouth. —  Burlington,  Monipelier,  Rutland. —  Boston  (capital), 
Cambridge,  Lynn,  Salem,  Lowell,  Plymouth,  Worcester,  Springfield.— Provi- 
dence, Newport  (capitals).  New  Haven,  Hartford,  New  London,  Bridgeport, 
Norwich.  Notes :  The  metropolis  is  placed  first,  the  capital  second,  in  the 
list  of  cities. 

Define  each  new  term  introduced,  and  review  others  daily  until  learned. 

Do  not  memorize  areas,  except  for  a  very  few  of  the  most  important 
States. 

Show  the  child  how  to  arrang-e  each  State  'inder  the  brace.  Suppose  we 
are  to  study  Maine;  the  child  should  make  up  his  outline  on  the  slate  as  he 
studies  his  lesson,  thus : 

'  Boundary. 
Area  (comparative). 

fSt.  John's. 
St.  Crois. 
Rivers  <  Penobscot. 
Kennebec. 
_  Androscoggin. 

(Grand. 
Lakes.  •<  Moosehead. 
(  Chesuncook. 

!  Passamaquoddy. 
Penobscot. 
Casco. 


Mts. 


J  Katahdin. 
I  Saddle  Back. 

T  1     1    i  Grand  Menan. 
1^1^°  H  Mt.  Desert. 

(  Portland. 
Cities  -  Augusta. 
(  Bangor. 

Vegetable. ) 

Animal.      V  Products  for  New  England  (as  a  whole). 

Mineral.      ) 

Objects  of  Interest. 


43 

The  teacher  should  place  the  outlines  on  the  board  for  a  few  lessons  and 
spend  the  recitation  in  showing  the  pupil  how  to  study  his  lesson  (topically), 
and  how  to  recite  it.  Ha^e  numerous  tracing  lessons  and  imaginary  voyages. 
Make  the  lesson  and  the  study  lively  by  talks  with  pupils  about  history  con- 
nected with  places,  about  colleges,  scenery,  tunnels,  water  power,  derivation 
of  names,  nicknames,  etc.  Associate  something  important  with  everything 
learned. 

When  j'ou  have  completed  the  New  England  (Eastern)  States,  begin   at 

once  on  the  December  work.     TJie  division  into  month's  work  is  simply  for  the 
purpose  of  review  and  examination. 

DECEMBER. — MIDDLE  AND    ATLANTIC   STATES- 

RiVERS. — Hudson,  Mohawk,  St.  Lawrence,  Oswego,  Genesee,  Niagara, 
Delaware,  Schuylkill  and  Lehigh,  Susquehanna,  Juniata  and  Potomac,  Ohio, 
Alleghany,  Monongahela. 

Cities. — New  York,  Brooklyn,  Albany,  West  Point,  Troy,  Saratoga,  Utica, 
Syi"acuse,  Auburn,  Rochester,  Buffalo,  Elmira,  Trenton,  Jersey  Cit}%  Newark, 
Princeton,  Camden,  Philadelphia,  H  irrisburg,  Reading,  Pittsburg,  Erie, 
Dover,  Wilmington,  Baltimore,  Annapolis,  Washington. 

Bats. — New  York,  Long  Island  Sound,  Delaware,  Chesapeake. 
Mountains. — Adirondac,  Highlands,  Catskill,  Alleghany,  Mt.  Marcy. 
Lakes. — Erie,   Ontario,   Champlain,   Oneida,  Cayuga,  Chautauqua,  and 
Otsego. 

Capes. — May,  Henlopen. 

As  soon  as  you  complete  the  outline  for  December,  begin  with  that  for 
January.     It  will  be  all  the  better  if  you  can  do  more  than  is  here  outlined. 

JANUARY — south  ATL.^NTIC,  SOUTH    CENTRAL,    AND   NORTH    CENTRAL    STATES. 

Rivers. — James,  Roanoke,  Neuse,  Cape  Fear,  Santee,  Savannah,  Alta- 
maha,  St.  Mary's,  St.  John's,  Appalachicola  (Flint  and  Chattahoochejs),  Mo- 
bile (Alabama  and  Tombigby),  Pearl,  Yazoo,  Mississippi,  Tennessee,  Cum- 
berland,  Kentucky,  Wisconsin,  St.  Croix. 

Cities.— Richmond  (capital,)  Norfolk,  Yorktown,  Alexandria,  Lynchburg, 
Petersburg;  Wilmington,  Raleigh,  New  Berne;  Charleston,  Columbia,  Sa- 
vanah,  Atlanta,  Milledgeville,  Augusta,  Dalton,  Columbus,  Macon;  Jackson- 
ville, Tallahassee,  St.  Augustine,  Pensacola,  Key  West ;  Mobile,  Montgomery, 
Selma,  Huntsville ;  Vicksburg,  Jackson,  Natchez ;  Memphis,  Nashville,  Chat- 
tanooga, Knoxville;  Louisville,  Frankfort,  Lexington;  Wheeling  (capital), 
Parkersburg,  Charleston ;  Indianapolis  (capital).  Fort  Wayne,  Terre  Haute, 
Evansville,  New  Albany,  Madison,  Lafayette ;  Cincinnati,  Columbus,  Cleve- 
land, Sandusky,  Toledo,  Springfield,  Dayton ;  Detroit,  Lansing,  Kalamazoo, 
Grrand  Rapids,  East  Saginaw,  Ann  Arbor ;  Milwaukee,  Madison,  Fon  du  Lac, 
Racine,  La  Crosse,  Oshkosh. 

Capes.— Charles,  Henry,  Lookout,  Fear,  Sable. 

Lakes. — Okeechobee,  Erie,  St.  Clair,  Huron,  Michigan,  Superior. 

Bats. — Pamlico  Sound,  Albermarle  Sound,  Appalachee,  Mobile  Saginaw, 
Green  Bay,  Tampa. 


43 
Mountains. — Alleghany,  Cumberland,  Blue    "Ridge,  Mitchell's  Peak. 

Notes.— Follow  the  same  general  plan  as  outlined  for  Illinois  and  the 
New  England  States.  Define  any  or  all  terms  used,  as  you  may  deem  best. 
Define  ocean,  and  locate  the  five  usually  given.    Eevtew!    Review  ! ! 

FEBRUARY — WEST  CENTRAL  (NORTH  AND  SOUTH  DIVISION),     WESTERN,    OR 

HIGHLAND  STATES. 

Rivers. — Minnesota,  Des  Moines,  Missouri,  Osage,  Kansas,  Platte,  Red 
River  of  the  North,  Arkansas,  Red,  Sabine,  Brazos ,  Colorado,  Rio  Nueces, 
Rio  Grande,  Columbia,  Sacramento,  Colorado  (Green  and  Grand),  San  Joaquin, 
Yukon,  Willamette,  Snake. 

Cities. — Minneapolis,  St.  Paul,  Winona,  Red  Wing;  Davenport,  Des 
Moines,  Burlington,  Keokuk,  Dubuque,  Council  Bluffs ;  St.  Louis,  Jefferson 
City,  Kansas  City,  Hannibal,  St.  Joseph ;  Leavenworth,  Topeka,  Lawrence ; 
Omaha,  Lincoln;  Little  Rock  (capital).  Hot  Springs:  New  Orleans,  Baton 
Rouge ;  Galveston,  Austin,  Houston,  San  Antonio,  Brownsville ;  San  Francisco, 
Sacramento,  San  Jose ;  Portland,  Salem ;  Virginia  City,  Carson  City ;  Denver 
(capital). 

The  Territories. — Prescott,  Tuf^son,  Santa  Fe,  Albuquerque,  Salt  Lake 
City,  Cheyenne,  Boise  City,  Idaho  City,  Helena,  Virginia  City,  Tahlequah, 
Yankton,  Sitka. 

Mountains. — Iron,  Pilot  Knob,  Pike's  Peak,  Mt.  Shasta,  Mt.  Hood,  Mt. 
St.  Ellas,  Mt.  Fairweather,  Rocky,  Coast,  Sierra  Nevada. 

Lakes. — Itasca,  Devil's,  Great  Salt,  Tulare,  Klamath. 

Capes. — Flattery,  Mendocino,  Ft.  Conception,  Prince  of  Wales. 

other    countries    op    north    AMERICA. 

Cities— Halifax,  Charlottown,  Frederickton,  St.  John,  Quebec,  Montreal, 
Ottawa,  Toronto,  St.  John's,  Winnipeg,  Victoria,  New  Westminester,  Havana, 
Aspinwall.  Panama,  San  Salvador,  Guatemala,  Balize,  Vera  Cruz,  Tampico, 
Mexico,  Acapulco,  Metamoras,  Reykjavik. 

Islands.— Greenland,  Iceland.  New  Foundland,  Cape  Breton,  Bermudas, 
Bahamas,  West  Indies,  Sitka.    (Name  the  largest  four.) 

Capes. — Farewell,  Race,  Sable,  St.  Lucas,  Barrow. 

Bays. — Hudson,  Baffin,  St.  Lawrence,  Mexico,  Campeachy,  Honduras, 
California.     Caribbean  and  Behring  Straits. 

Generalize  the  study  of  North  America  at  this  point,  and  make  up  gen- 
eral topic  lists  for  review.  The  thoughtful  teacher  will  have  his  class  get  the 
ideas  expressed  by  each  term  in  geography  before  he  requires  a  definition. 
Do  not  make  the  sad  mistake  of  beginning  at  the  first  page  of  the  book  and 
spending  several  weeks  on  definitions,  but  commence  at  once  with  the  map 
studies,  and  develope  the  idea  as  you  find  need  for  the  terms.  Definitions 
are  useless,  unless  the  pupil  has  a  clear  idea  of  their  meaning. 

Whenever  the  class  has  completed  this  outline  in  geogi-aphy  it  may  enter 
the  advanced  class  in  the  same  study.     Bright  pupils  who  push  forward  with 


44 

the  outlines  and  complete  all  required,  should  enter  the  next  class  in  this 
study.  Do  not  tolerate  more  than  two  classes  in  the  text-book.  It  is  well  to 
advise  pupils  not  to  purchase  more  than  one  book  in  geography  (in  rural 
schools). 

From  the  first  lesson  make  such  brief  explanations  as  are  necessary  to 
give  the  pupil  a  clear  understanding  of  the  shape  of  the  earth ;  its  rotation 
upon  its  axis ;  around  the  sun ;  cause  of  the  succession  of  day  and  night ;  of 
the  seasons ;  (do  not  give  reasons  for  the  location  of  the  circles,  )  locate 
the  principal  circles ;  the  zones ;  give  dimensions  of  earth ;  talk  of  the  com- 
merce of  each  country  and  place ;  in  fact,  make  all  your  authors  at  hand  ref- 
erences for  getting  the  greatest  possible  amount  of  information  on  the  topic 
considered. 

Associate  the  descriptive  geography  with  the  place  studied  at  the  time  of 
study  and  recitation. 

For  blackboard  reviews,  use  the  "  block-map,"  thus : 

Wis. 
la.  1    Lake  Michigan. 


Ind. 


Mo. 


UNITED  STATES  HISTORY. 


Goodrich's  Child's  History  is  the  text.      Study  it  as  taught  in  this  book. 
The  following  scale  will  fix  the  limit  for  each  month's  examination : 
October,  to  page  37.  January,  to  page  121. 

November,  to  page  65.  February,  to  page  143. 

December,  to  page  100.  March,  to  page  158. 

Special  Work. — Make  a  special  study  of  the  story  of  Capt.  Smith,  found 
on  pp.  16,  17,  20,  21,  and  22,  for  October.  For  November,  study  pp.  30,  31,  35. 
36,  41,  and  42.  For  December,  pp.  47,  48,  52,  54,  58,  and  59.  For  January, 
pn  64,  69,  70,  74,  and  75.     For  February,  pp.  80,  81,  82,  85,  and  86. 

For  the  other  months,  let  the  teacher  direct  his  pupils  as  he  knows  best. 

To  THE  Pupil. — Do  not  omit  anything.  Review  something'  every  day, 
Attend  carefully  to  every  question.  If  you  have  time  to  do  so,  would  be  well 
to  copy  some  of  the  outline  work  of  the  advanced  class  as  given  by  your  teacher; 
it  will  aid  you  in  your  work  next  year. 


45 
COURSE  OF  STUDY.— ADVANCED  DIVISION 


READING. 

Book :    The  Fifth  Reader. 

Object:     Same  as  in  the  Intermediate, 

Materials :     Same  as  in  the  Intermediate. 


ORTHOGRAPHY. 


The  examinations  for  the  work  in  orthography  will  be  confined  to  the  fol- 
lowing limits: 

For  October — Define  orthography,  word,  syllable,  letter,  elementary  sound, 
vowel,  consonant,  vocal,  subvocal,  and  aspirate. 

Two  rules  for  spelling: 

Rule  I.    Final  e  followed  by  a  vowel. 

Rule  II.     Final  e  followed  by  a  consonant.    Note  exceptions. 

For  November— Define  diphthong,  digraph,  triphthong,  trigraph,  mono- 
syllable, dissyllable,  trissyllable,  polysyllable. 

Two  rules  for  spelling: 

Rule  III.    Final  y  of  a  primitive  word  preceded  by  a  consonant. 

Rule  IV.    Final  y  of  a  primitive  word  preceded  by  a  vowel. 

Be  able  to  spell  ai  y  word  in  the  first  ten  pages  of  this  manual. 

For  December. — Define  a  primitive,  derivative,  simple  and  compound  word. 

Two  rules  for  spelling: 

Rule  V.    Doubling  of  final  consonant. 

Rule  VI.     No  doubling  of  final  consonant. 

Be  able  to  spell  all  words  on  the  first  twenty  pages  of  this  book. 

Review  all  previous  work. 

For  January.— Define  labials.  Unguals,  palatals,,  suffix,  prefix.  Learu  four 
rules  for  spelling  plurals. 

Be  able  to  spell  all  words  in  the  first  thirty  pages  of  this  book. 

For  February — Be  able  to  spell  all  words  in  this  book— review  !  review  ! 

Learn  the  use  of  the  macron,  tilde,  breve,  dots,  cedilla  and  suspended  bar. 

Other  months  at  the  discretion  of  the  teacher. 

The  orthography  given  above  is  not  intended  to  supplant  the  drill  in 
speUing  which  must  supplement  every  lesson.  If  the  spelling  book  is  used,  let 
it  be  used  so  as  to  be  worth  something.  Do  not  assign  ten  words  for  a  lesson. 
Let  there  be  fifty  or  a  hundred  words  or  a  whole  page  assigned,  from  which  the 
teacher  can  select  the  ten,  twenty  or  thirty  he  has  time  to  hear.  Give  constant 
drill  in  rapid  pronunciation,  pupils  having  the  books  open  before  them.  Spell 
difficult  woirds  in  arithmetic,  history,  grammar,  and  geography.  Never  give 
up  the  fight  in  spelling. 


4G 
GRAMMAR. 


OCTOliEK. 

1.  «,  orthography;  6,  etymology ;  c,  syntax ;f3,  prosody.  Etymology,  1 
uoun ;  a,  proper  and  common ;  h,  number,  singular  and  plural ;  formation  of 
regular  and  irregular  plurals ;  c,  gender,  masculine  and  feminine  (common), 
methods  of  distinguishing  the  sexes;  d,  persons  (three) ;  e,  case,  nominative  as 
subject  and  predicate,  possessive  and  objective.  Declension.  Rules  for  con- 
struction (nominative,  possessive,  objective). 

The  following  form  is  universally  recommended  by  the  teachers  who  have 
used  it.  We  cheerfully  recommend  it  as  being  the  best  form  of  which  we  have 
any  knowledge. 


The 

man 

stole 

John's 

hat. 

1.  a. 

"man." 

c.  n. 
3. 

i.  t.  V. 

a.  V. 

'C 

c.  n. 
3. 

8. 

i.m. 

8. 

s. 

m.  g. 

n.  c. 

"  stole." 

"  man." 

m.  g. 
"hat" 

n.g. 
0.  c. 

"  stole." 

Reading  from  top  to  bottom  we  have  "  the  "  is  a  limiting  adjective,  limits 
■'  man."  "  Man  "  is  a  common  noun,  third  person,  singular  number,  mascu- 
line gender,  nominative  case,  subject  of  "stole,"  etc. 

NOVEMBER. 

2.  Adjective,  limiting  and  qualifying.     Comparison. 

(Note. — Make  a  special  review,  almost  daily,  of  the  possessive,  singular, 
and  plural.) 

3.  Pronoun,  antecedent,  definition  and  rule.     Otherwise  treat  as  noun. 

DECEMBER. 

4.  Verb,  classification  (as  to  meaning,  transitive  and  intransitive ;  as  to 
form,  regular  and  irregular),  properties,  voice,  (a)  active,  passive,  mode  (five 
modes),  tense,  present  [i],  past  [2],  future  [2].  Person  and  number  depend  oa 
subject.     Conjugation. 

JANTJARY. 

5.  Adverb,  of  time,  place,  cause,  manner. 

6.  Proposition. 

7.  Conjugation,  co-ordinate  and  subordinate. 

8.  Interjection. 

It  would  be  well  to  write  a  neat  letter  this  month,  and  file  it 
for  inspection  by  the  superintendent  when  he  calls;  this  letter  should 
contain    date    line,    superscription,    subscription,    &c.,    in    regular     form. 


47 


PEBRUART  AND   MARCH- 
Verbal  Analysis. 


1.  Describe  the  sentence,  ■{ 


As  to  structure. 


As  to  use. 


!  Simple. 
Complex. 
Compound. 
{Declarative. 
Imperative. 
Interrogative. 
Exclamatoi7. 


2.  Give  the  complex  subject. 

3.  Give  the  simple  subject. 

4.  Describe  the  modifiers  of  the  subject  as  to 


Structure. 

Relation. 

Base. 


5.  Give  the  base  of  the  modifier  and  describe  its  modifiers. 

6.  Give  the  complex  predicate. 

7.  Give  the  simple  predicate. 

8.  Describe  the  modifiers  of  the  predicate  as 


to  I 


Structure. 

Relation. 

Base. 


9.  Give  the  base  of  the  modifier  and  describe  its  modifiers. 
While  we  do  not  insist  upon  any  particular  form,  we  cheerfully  recommend 
the  following  as  being  simple  for  the  learner  and  pleasing  to  the  eye: 

should  be  followed 


outline 


study 


Use  some  system  of  diagrams  for  the  benefit  of  your  classes.    It  is  economy 
to  do  so. 


UNITED  STATES  HISTORY. 


OCTOBER — THE  DISCOVERT  PERIOD. 


Spanish  Explorers: 


Use  some  good  blackboard  analyses  for  study  and  for  constant  reviews. 
We  suggest  the  following,  or  something  giving  similar  results: 

r  1492  San  Salvador. 
1493  Isabella. 
1498  South  America. 
1502  Central  America. 

1512  South  Sea. 

1513  Florida. 
1520  Magellan. 
1541  Mississippi. 

1,1565  St.  Augustine. 
No  uniformity  of  texts  is  needed ;  the  more  authors  you  have'  in  the  class 
lexts  the  better  for  your  pupils;  history  cannot  be  taught  intelligently  without 
a  fair  knowledge  of  several  authors. 


48 

After  reading  your  histories  carefully  to  find  out  all  tuat  can  oe  saia  aoont 
Columbus'  first  voyage,  and  his  discovery  of  San  Salvador,  tell  the  same  in 
your  own  language,  and  fix  the  fact  that  "in  1492  Columbus  discovered  San 
Salvador."  Treat  each  date  in  this  manner  until  the  study  of  the  Spanish 
explorers  is  exhausted.  Take  a  small  memorandum  book,  and  carefully  fill  it 
as  you  progress  in  your  study,  first,  with  the  blackboard  outline,  as  given  by 
your  teacher;  second,  with  a  few  odd  questions;  and  third,  with  leading  review 
questions  calling  for  important  facts  in  our  history. 

MEMORANDUM  MODEL. 

United  States  History — Discovery  Period. 

(Write  the  form  for  the  Spanish  explorers,  as  given  at  the  head  of  this 
article.) 

Queer  Questions. — 1.  What  did  Columbus  hold  in  his  hand  as  he  sailed  out 
of  the  harbor  of  Palos  ? 

2.  Who  waded  into  the  South  Sea  when  he  first  saw  it?    Why? 

3.  Why  did  De  Soto  drive  hogs  before  him  when  he  went  on  his  exploring 
expedition? 

4.  Why  was  Florida  so  called?    (Continue  at  pleasure.) 
Revieiv  Questions. — 1.  Write  the  form  for  the  Spanish  explorers. 
9..  Write  a  brief  sketch  of  Columbus 

3.  Tell  all  about  the  settlement  at  St.  Augustine. 

4.  Tell  about  the  discovery  of  the  South  Sea,  and  who  changed  its  name. 
Why? 

5.  Tell  about  how  Columbus  was  buried. 

(Continue  this  at  pleasure,  but  be  certain  that  you  can  answer  all  such 
questions  in  writing.  Teacher  will  require  historical  essays  after  completing 
each  blackboard  outline.) 

Make  up  form  and  study  the  English  discoveries  in  the  same  manner  from 
the  following  names :  The  Cabots,  Sir  Walter  Raleigh,  Gosnold,  and  Drake. 

Ditto  the  French  from  Verazzini,  Cartier,  DeMonts,  and  Champlain. 

Ditto  the  Dutch  from  Hudson. 

Make  a  special  study  of  Americus  Vespucius.     Why? 

Have  you  attended  to  the  blackboard  forms  carefully? 

Have  you  a  good  list  of  queer  questions  ? 

Can  you  write  out  the  answers  to  all  the  review  questions? 

SETTLEMENT   PERIOD. 

Blackboard  Form. 

(  1607  Jamestown. 

I  1610  Famine. 

1607.  I  1619  Legislative. 

Virginia.  -{  1620  Negroes. 

'' Old  Dominion."  \  1624  Royal. 

I  1622  Massacre. 

I  1666  Bacon's  Rebellion. 


49 

Study  this  as  in  the  plan  for  the  discoveries.  Place  the  nickname  of  each 
State  beneath  the  name,  and  the  date  of  the  first  settlement  over  the  name 
Attend  to  the  queer  questions  and  reviews. 

Ditto  the  above  form  for  Massachusetts. 

Many  teachers  prefer  this  form. 

I.     Massachusetts. 

1-1.     Two  leading  settlements. 


1-2.     Plymouth  colony. 

1-5." 

Landing  of  the  Pilgrims. 

2-5. 

Charactel"  of  Colonists. 

3-5. 

Sufferings. 

4-5. 

Treaty  with  Indians. 

5-5. 

Miles  Standish. 

6-5. 

Progress. 

7-5. 

Government. 

2-2.     Massachusetts  Bay  Colony. 
1-5.     The  grant. 
2-5.     Settlements. 
3-5.     Character  of  the  people. 
4--5.     Religious  disturbance. 
1-4.     Roger  "VTilliams. 
2-4.    Mrs.  Anne  Hutchinson. 
5-5.     Harvard  College. 

3-2.  Union  of  the  Colonies. 

A-2.  Persecution  of  the  Quakers. 

5-2  Navigation  Act. 

Q-2.  King  Philip  s  War. 

1-5.    Causes. 

2-5.     Events. 

3-5.    Results. 
1-2.     Royal  Government  established. 
8-5.     Salem  witchcraft. 
9-2.     Manners  and  customs. 

NOVEMBER. 

Settlement  Period  {continued). 

Use  form  similar  to  that  given  last  month  for  the  colonies  of  New  Hamp- 
shire, Rhode  Island,  Connecticut,  New  Jersey,  Pennsylvania,  Delaware,  Mary- 
land, North  Carolina,  South  Carolina,  and  Georgia. 

INTERCOLONIAL,  WARS. 

Do  not  spend  to  exceed  ten  lessons  upon  these  four  wars.  Give  cause,  gen- 
eral result  and  effect  upon  the  colonies  especial  attention.  Outline  quite  fully 
the  French  and  Indian  War.  Note  especially  the  part  taken  by  George  Wash- 
ington in  this  war  and  previous  to  it.  Observe  the  extent  of  the  territory  ceded 
to  England  by  the  treaty  which  closed  this  war. 


50 

DECEMBEK — REVOLUTIONARY  PERIOD. 

Note  cairses  which  led  to  the  War  of  Revolution.  Outline  events  of  each 
yeax.  Memorize  but  few  dates.  Draw  maps,  to  illustrate  battles  of  Bunker 
Hill  and  Long  Island.  Note  that  the  treaty  of  peace  was  not  signed  for  two 
years  after  the  fighting  ended.  Note  also  the  adoption  of  Articles  of  Confeder- 
ation and  of  the  Flag.  Observe  the  appearance  of  the  flag,  and  be  able  to 
describe  it  and  make  a  drawing  of  it. 

JANUARY — CONSTITUTIONAL  PERIOD. 

Outline  events  for  each  administration  as  in  the  following  mode: 

Monroe's  Administration — 1817-1825. 
1 — Election;  a,  by  what  party;  b,  meaning  of  election. 

3 — Important  facts:  a,  internal  improvements;  b,  Indian  War  in  Georgia; 
c,  purchase  of  Florida;  d,  states  admitted;  e,  Missouri  compromise;  /,  Monroe 
doctrine;  g,  LaFayette's  visit. 

Above  administration  is  taken  as  a  model,  and  the  teacher  is  expected  to 
assist  the  pupil  in  arranging  the  best  possible  topical  outline.  For  the  black- 
board and  for  definite  written  reviews,  use  the  following  form: 

From  1817  to  1825. 

'  1817 — Mississippi. 
1817  to  1825— Erie  Canal.  ' 

1818— Illinois. 
1819 — Alabama. 


Monroe — ■< 


1820-j^^^"«- 


Missouri  Compromise. 
1821 — Missouri. 
1822— Monroe  Doctrine. 
1 1824— LaFayette. 

The  above  is  simply  suggestive.  Care  should  be  taken  not  to  burden  the 
mind  with  too  many  dates.  Place  them  in  your  note  books,  but  memorize,  in 
the  above  outline  for  instance,  1818 — Illinois,  1820 — Missouri  Compromise,  and 
1824— LaFayette. 

Teachers  should  select  or  originate  a  good  list  of  general  questions  on  U.  S. 
History.  The  pupil  should  be  furnished  with  these,  and  requested  to  preserve 
them  for  constant  use. 

Make  out  form  as  needed  for  each  of  the  Presidents  in  order.  Use  the  same 
general  plan  as  suggested  in  the  first  analysis  and  follow  up  the  plan  of  reviews 
with  much  care.  Do  not  omit  an  important  question.  This  month's  work  will 
extend  to  Pierce's  administration.  Do  not  stop  at  the  extent  of  the  month's 
work  if  you  can  do  more.    Simply  review  to  these  limits  for  the  examinations. 

FEBRUARY. 

Complete  the  book  to  Johnson's  administration.   Keep  up  constant  reviews. 

MARCH. 

In  this  and  the  remaining  months,  do  as  the  teacher  suggests.  The  ques- 
tions for  examination  for  this  month  will  be  made  up  by  the  teacher. 


51 
GEOGRAPHY. 


It  is  best  to  encourage  intermediate  pupils  wlio  were  in  the  schools  during 
the  past  winter  to  continue  the  work  outlined,  in  order  to  prepare  for  the 
fall  and  winter  work. 

If  the  teacher  does  his  work  thoroughly  and  carefully  during  the 
winter  months  he  will  lay  the  foundation  for  much  private  study  during  the 
vacations.  By  grounding  the  principles  of  some  plan  for  outlining  the  sev- 
eral branches,  the  pupil  will  frequently  be  encouraged  to  push  along  in  hia 
studies  during  the  vacations. 

OCTOBER — EUROPE. 

1 .  Boundaries  and  area. 

2.  Indentation  and  projection  of  coasts  (why  suited  to  commerce.) 

3.  Mountains:  Ural,  Caucasus,  Balkan,  Alps,  Carpathian,  Apennines, 
Pyrenees,  Kiolen  or  Scandinavian.  Mountain  Peaks:  ^tna,  Vesuvius,  Hecla, 
Blanc,  Mt.  Elboorz. 

4.  Rivers:  Dwina,  Petchora.  Ural,  Volga,  Don,  Dneiper,  Dneister,  Dan- 
ube, Tiber,  Po,  Rhone,  Ebro,  Tagus,  Seine,  Rhine,  Elbe,  Vistula,  Thames,  Lif- 
fey,  Mersey,  Neva. 

5.  Islands:  Candia,  Sicily,  Sardinia,  Corsica,  Balearic— 1  Majorca,  2  Min- 
orca, 3  Ivica;  Great  Britain,  Ireland,  Man,  Wight,  Hebrides,  Iceland,  Goth- 
land. (Eland,  (Esel,  Zealand,  Orkney,  Shetland,  Faroe,  Loffbden,  NovaZembla. 

6.  Cities:  London,  Liverpool,  Manchester,  Sheffield,  Birmingham,  Ply 
mouth,  Bristol,  Glasgow,  Edinburgh,  Dublin,  Belfast,  Cork,  Galway,  Reykjavik, 
St.  Petersburg,  Moscow,  Archangel,  Sebastopol,  Odessa,  Warsaw,  Riga,  Con- 
stantinople, Belgrade,  Vienna,  Buda,  Prague,  Rome,  Venice,  Milan,  Turin, 
Genoa,  Florence,  Bologna,  Naples,  Paris,  Marseilles,  Bordeaux,  Lyons,  Brest, 
Harve,  Madrid,  Malaga,  Gibraltar,  Barcelona,  Lisbon,  Oporto,  Brussels,  Ant- 
werp, The  Hague,  Amsterdam,  Berlin,  Leipsig,  Dresden,  Frankfort,  Munich. 
Strasburg,  Cologne,  Bremen,  Hamburg,  Hanover,  Madgeburg,  Breslau,  Konigrs- 
burg,  Dantzic,  Lubec,  Copenhagen,  Stockholm,  Christiana,  Bergen,  Palermo. 
Athens,  Berne. 

7.  Peninsulas:     Crimea,  Morea,  Italia,  Iberia,  Jutland,  Scandinavia. 

8.  Seas:  White,  Kara,  Caspian,  Black,  Azov,  Marmora,  Archipelago, 
Mediterranea^n ,  Adriatic,  Irish,  North,  Baltic. 

Make  out  the  brace  form  for  Europe  as  you  advance.  Take  each  country 
and  arrange  as  for  Maine  in  No.  2.  In  the  study  of  a  place  or  country  find  out 
all  that  may  be  said  of  it  in  the  descriptive  geography.  Omit  no  interesting  or 
important  fact  concerning  the  subject  under  study. 

NOVEMBER — EUROPE  (continued). 

9. — Gulfs  and  Bays:  Toranto,  Genoa,  Lyons,  Biscay,  Bristol,  Riga,  Fin- 
land, Bothnia. 

10. — Straits:  Bosphorous,  Dardanelles,  Otranto,  Messina,  Bamfacio,  Gibral- 
tar, English,  Dover,  Skager  Rack,  Cattegat,  St.  George's,  North. 


52 

11. — Countries,  Capitals,  and  Governments:  Rule  three  vertical  spaces; 
write  the  names  of  the  Political  Divisions  in  one  column,  the  Capital  Cities  in 
another,  and  the  kind  of  Government  in  the  third  column. 

12. — Capes:  Matapan,  St.  Vincent,  Finisterre,  Wrath,  Land's  End,  Clear, 
Malin  Head,  Stadtland,  North. 

13.— Lakes:  Ladoga,  Onega,  Malar,  Wener,  Wetter,  Geneva. 

1.  Circle — define 

(a)  Great.     Define. 
(6)  Small.     Define. 

2.  Tropics  and  Polar  circles.     Define. 

3.  Equator.     Define. 

4.  Meridians.     Define. 

5.  Meridians.     Define. 

6.  Horizon.    Define. 

Draw  diagram  showing  tbe  principal  circles,  width,  and  name  of  zones. 
If  you  have  time  to  do  so,  it  would  be  well  to  review  the  United  States  in  a 
general  way,  as  directed  by  your  teacher. 

DECEMBER — SOUTH  AMERICA. 

Boundaries,  area,  population,  countries  crossed  by  Equator,  by  Tropic  of 
Capricorn;  extent  of  latitude,  north  and  south;  of  longitude,  east  and  west, 
Physical  features — Capes :  Gallinas,  St.  Roque,  Horn,  Blanco;  Rivers:  Orinoco, 
Amazon,  Negro,  Madeira,  Tapajos,  Xingu,  Tocantins,  Para,  San  Francisco,  La 
Plata,  Uraguay,  Parana,  Paraguay;  Lakes  Maracaybo,  Patos,  Titicaca;  Trini- 
dad, Joannes,  Falkland,  Terra  del  Fuego,  Juan  Fernandez;  Cities:  Bogota,  Aspin- 
wall,  Panama,  Caracas,  La  Guayra,  Georgetown,  Paramaribo,  Cayenne,  Rio 
Janeiro,  Para,  Pernambuco,  Bahia,  Asuncion,  Montevideo,  Buenos  Ayres. 
Valparaiso,  La  Paz,  Potosi,  Lima,  Callao,  Cuzco,  Quito,  Guayaquil.  Locate  the 
and  Andes  one  or  two  other  mountain  ranges.  Otherwise  treat  as  suggested  in 
the  study  of  Europe.  Read  all  you  can  find  concerning  the  grassy  plains  of 
South  America;  the  diamond  district;  the  cultivation  of  grains;  raising  of 
stock;  habits  of  natives,  &c. 

JANUARY — ASIA. 

1.  Boundaries  and  area. 

2.  Indentations  and  projections  of  coast.    (Why  suited  for  commerce.) 

3.  Mountains:    Ural,  Altai,  Himalaya,  Everest,  Ararat. 

i.  Rivers:  Obi,  Yenisei,  Lena,  Amoor,  Hoang  Ho,  Yang-tse-Kiang, 
Cambodia,  Irrawaddy,  Brahmaputra,  Ganges,  Indus,  Euphrates,  Tigris. 

5.  Islands:  New  Siberia,  Saghalien,  Japan,  Philippine,  Sumatra,  Borneo, 
Celebes,  Java,  Ceylon. 

6.  Cities:  The  capital  cities,  together  with  the  following,  will  be  sufficient: 
Shanghai,  Nankin,  Canton,  Rangoon,  Benares,  Bombay,  Muscat.  Mecca. 
Jerusalem,  Smyrna,  Batavia. 

7.  Peninsulas:  Kamtschatka,  Corea,  Malay,  Farther  India,  India,  (Hin- 
doostan,)  Arabia. 


53 


8.  Select  ten  seas. 

9.  Secure  a  general  description  of  Asia  by  reference  to  the  text  and 
cyclopedia. 

10.  Review  New  England  States. 

FEBRUARY — AFRICA   AND   REVIEW. 

Spend  but  three  or  four  lessons  on  the  map  of  Africa,  but  read  and  recite 
all  the  descriptive  geography  you  can  get.  Secure  good  descriptions  of  the 
ruins  along  the  Nile,  of  the  Great  Desert,  of  the  inland  forests,  of  the  animals, 
of  the  people,  etc. 

Review  Oceanica  in  a*  general  way,  leaving  out  all  unimportant  places  and 
islands.    A  part  or  the  whole  of  the  following  will  be  sufficient: 


f 


OCEANICA. 


Malaysia, 


'  Philippine, 
Spice, 
"i  Celebes, 
j  Java, 
[Sumbawa. 


''  Australia, 

Papua, 

New  Zealand, 
Australasia,  ■{  Tasmania, 

Caledonia, 

Hebrides, 
_N.  Ireland. 

'Sandwich, 

Caroline, 

Ladrone, 
Polynesia,    -i  Friendly, 

Samoan, 

Marqusas, 
.Pearl. 

Locate  Manilla,  Batavia,  Sydney,  Melbourne,  Adelaide,  Perth,  Hobart 
Town,  Honolulu,  Auckland. 

One  or  two  review  questions  upon  the  United  States  should  be  had  daily, 
in  addition  to  the  regular  lessons.  By  so  doing  pupils  need  not  make  a  special 
study  of  the  geography  of  the  United  States. 

It  is  an  excellent  plan  to  write  the  names  of  numerous  places,  including 
rivers,  islands,  mountains,  lakes,  terms  to  be  defined,  &c.,  upon  fools-cap 
paper,  cut  these  names  apart,  pass  them  to  members  of  the  class  promiscu- 
ously, and  cause  each  member  of  it  to  rise,  name  topic  and  recite.  By  so  do- 
ing the  reviews  may  be  made  spicy  and  interesting.  When  lesson  is  com- 
pleted preserve  reviews  for  future  recitations. 

In  the  same  manner  the  teacher  may  write  the  names  of  the  several  pro- 
ducts of  countries  studied,  pass  the  blocks  of  paper,  rise  and  recite  as  in  the 
topics  above ;  by  some  such  plan  these  reviews  may  be  kept  up  continually, 
and  the  writing  of  topics  need  not  occur  but  once  in  a  term,  if  good  paper  is 
selected  from  the  first. 


54 
CIVIL  GOVERNMENT. 


FOR  OCTOBER. 

One  out  of  the  ten  questions  will  be  given  each  month  in  connection  with 
the  history. 

1.  Name  the  six  objects  of  the  Constitution  as  skated  in  the  preamble. 

2.  How  many  members  are  there  in  the  House  of  Representatives  ? 

3y  whom  elected  ?    What  term  ?    How  are  they  apportioned  among  the  States  ? 
Qualifications  ? 

3.  Ditto  as  to  Senate. 

4.  Why  have  two  legrislative  houses  ? 

5.  Is  the  Senate  or  the  House  of  the  highest  dignity?    Why? 

6.  When  does  Congress  meet?    How  often?    What  is  "  A  Congress?" 

7.  State  the  powers  of  each  house  as  to  members,  olficers,  quorum,  adjourn- 
ment, rules,  journal,  yeas  and  nays. 

8.  By  whom  is  impeachment  made?    By  whom  tried? 

9.  Can  a  member  of  Congress  be  arrested  while  on  his  way  to  Washington? 

10.  What  bills  may  originate  in  the  House  ?    In  the  Senate  ? 

FOR   NOVEMBER. 

11.  Name  all  the  ways  in  which  a  bill,  having  passed  both  houses,  may 
become  a  law. 

12.  Name  the  subjects  on  which  Congress  may  legislate. 

13.  What  taxes  may  Congress  lay?    For  what  purposes? 

14.  What  is  a  citizen?    An  alien?    Naturalization? 

15.  What  is  a  copyright?    A  patent?    What  their  objects ? 

16.  Over  what  parts  of  the  United  States  has  Congress  exclusive  authority  ? 

17.  Who  has  the  power  to  declare  war?    Why  this  power? 

18.  State  the  difference,  if  any,  between  money  and  tegal  tender. 

19.  What  is  legal  tender  in  the  United  States  now? 

20.  What  are  the  advantages  of  having  but  one  President? 

FOR  DECEMBER. 

21.  Do  the  people  vote  for  the  President  directly?    Ifso.how?    Ifnot.  how";- 

22.  Can  Congress  elect  a  President?    If  so,  how? 

23.  What  composes  a  President's  Cabinet? 

24.  Are  the  Supreme  Judges  elected  or  appointed?    How?    How  many? 

25.  How  many  associate  justices  are  there  at  present? 

26.  What  is  treason  ?    Its  punishment  ? 

27.  How  can  we  amend  the  constitution  ? 

28.  What  is  the  substanca  of  the  13th,  14th,  and  15th  amendmentd  t 


55 

29.  Name  all  the  towmhip  officers  in  your  township.  Do  you  know  one  oi 
more  of  them  ?    Which  ones  ? 

30.  What  county  offices?  What  persons  JBll  them  now?  How  many 
years  is  a  term  for  each  ? 

FOR  JANUARY. 

31.  What  State  officers?  Who  are  the  present  incumbents?  What  is 
the  salary  of  the  principal  qfficers? 

32.  GiTe  the  distinction  between  the  Supreme  Court  of  the  State,  Appel- 
late, Circuit,  County  and  Justice  Court. 

33.  In  what  judicial  district  of  Illinois  is  Macon  county? 

Ans.  Of  the  grand  divisions  of  the  Supreme  Court,  it  is  in  the  Central, 
and  is  listed  with  thirty-five  counties  in  Central  Illinois.  In  the  election  dis- 
trict, it  is  listed  in  the  third.  It  contains  sixteen  counties.  In  the  Apellate 
Court,  it  is  listed  as  in  the  Supreme  Court.  In  the  Circuit  Court,  it  is  listed  in 
the  Fourth  Circuit.     This  list  embraces  nine  counties. 

34.  Who  is  the  Circuit  Judge?    How  many  in  the  district?    Who? 

35.  State  the  duties  of  the  prrand  and  petit  juries. 

36.  How  often  and  when  does  the  State  Legislature  meet?  Where?  How 
many  and  what  houses  in  the  State  Assembly?  For  how  many  years  does  a 
member  serve?    How  many  members  in  each  house? 

37.  How  many  mints  in  the  United  States?    Where  are  they  located? 

38.  What  section  of  your  township  is  called  the  school  section?  Can  it, 
or  has  it  been  sold?    What  is  done  with  the  proceeds  if  sold? 

39.  How  many  days  of  school  must  a  district  have  in  order  to  draw  the 
public  fund? 

40.  Prom  what  source  do  we  derive  our  school  moneys  ? 

Let  the  teacher  insert  such  questions  and  explanations  as  he  may  think  ap- 
pi  opriate.  Especially  should  he  tell  the  school  of  the  duties  of  town  and  town- 
ship officers.  Give  the  pupils  singular  practical  questions  to  ask  the  parents 
from  time  to  time.  Much  interest  and  enthusiasm  can  be  aroused  in  this 
manner. 


ARITHMETIC. 


OCTOBER — DECIMALS  AND  REVIEWS. 

The  only  point  in  decimals  is  the  decivial point.     Will  yoxifix  it? 

It  is  well  to  review  United  States  money,  then  show  the  children  that  the 
point  has  the  same  use  in  decimals,  and  that  we  could  carry  the  decimals  of  a 
dollar  toward  the  right  as  in  decimal  fractions.  Define  all  the  terms,  and  solve 
all  problems. 

Give  numerous  problems  in  lumber  measure ;  buy  and  sell  by  the  M. 
Ditto  brick.  Ditto  hay  by  the  ton,  etc.  Review  at  pleasure  in  such  portions 
of  the  book  as  thought  best.  If  completed  before  the  date  of  examinatio-i 
pass  to  the  next  month's  work. 


56 

NOVEMBER — PERCENTAGE  TO  PARTLAXi  PAYMENTS. 

Find  some  good  arithmetic  and  introduce  percentage  by  analytical  steps 
long  before  reaching  the  subject  in  the  text;  if  you  make  your  pupils  familiar 
with  all  that  the  term  per  cent,  means,  then  you  will  have  but  little  trouble  in 
its  applications.  Define  terms  when  necessary  and  complete  interest  to  par- 
tial payments.  Adopt  but  one  rule  in  the  solution  of  problems,  and  omit  all 
others.  To  those  not  satisfied  with  results,  we  offer  the  following  as  sug- 
gestive : 

Problem :  Find  the  interest  of  $730  for  2  years,  5  months  and  15  days,  at 
5  per  cent. 

2X36=72    ) 
First  step.     5x  3=15    C=885  days. 
15=  15) 

Uttle.— Multiply  36  by  the  number  of  years,  3  by  the  number  of  months, 
place  in  a  column  for  addition^  then  plaice  days  in  the  columns  with  units  fi(jure 
one  place  to  the  right,  and  add.    This  will  reduce  the  time  to  days. 

Second  step. —        720 X 5x885_ ^qq  ~q 

36  '* 

Rule  — Place  the  principal,  rate,  and  tim^e  in  days  upon  one  side  of  a  line, 
36  upon  tlie  otlier,  candid,  and  point  three  places. 

(Teacher  will  explain  omission  of  0  in  36  and  3.) 

Write  promissory  notes ;  write  same  and  find  interest ;  write  same,  endorse 
iiayments,  and  compute  interest  to  date ;  wi'ite  same  to  order,  endorse  for  ex- 
change. 

DECEMBER — INTEREST  CONTINUED. 

Treat  Proportion  as  such,  as  Analysis,  or  as  cause  and  effect,  at  the  dis- 
cretion of  the  teacher.  Continue  interest,  and  review  to  Discount,  omitting 
compound  interest  if  thought  best. 

Try  to  have  "actual  business"  transacted  as  in  many  business  colleges. 
Have  notes,  payments  with  receipts,  bills  of  goods,  endorsements,  etc.  Trade 
discount  should  be  explained,  thus  20  and  10  off ;  two  tens  and  five  off,  etc. 
Cull  all  your  authors  for  good  practical  problems. 

Pass  to  next  month's  work  when  completed,  whether  the  date  of  examina- 
tion is  at  hand  or  not. 

JANUARY — PERCENTAGE,  PARTNERSHIP,  ETC. 

Complete  and  review  all  important  applications  of  percentage,  and  all 
other  topics  to  Analysis  inclusive,  selecting  only  the  important  terms  for  defi- 
nition. 

FEBRUARY. 

Squire  and  Cube  Root.  Other  topics  and  months  at  the  discretion  of 
the  teacher. 


PHYSIOLOGY  and  HYGIENE. 

The  humati  body  is  wonderful  in  its  mechanism.  Each  organ  has  its  allotted 
task  to  perform.  To  maintain  this  wonderful  structure  in  health  is  the  first 
duty  of  heads  of  families.  It  can  not  be  done  without  close  attention  to  the 
selection  of  our  daily  food.  To  do  this  satisfactorily  and  with  the  best  results 
call  on 

W.  H.  OWENS, 

DEALER    IN    STAPLE    AND    FANCY    GROCERIES,    PROVISIONS, 

QUEENSWARE  AND  CANNED  GOODS, 

and  you  will  never  regret  it. 

TEA  AND  COFFEE  A  SPECIALTY  AT  LOW 

PRICES. 

Highest  market  price  will  be  paid  to  farmers  for 
+  BUTTER,  +  EGGS,  +  MEAT,  +  CHICKP^NS,  +  ETC.,  +  ETC.,  + 

to  supply  our  city  population. 

HEADQUARTERS  for  GROCERIES  &  PROVISIONS, 

No.  16  West  Main  Street, 

URHANA, ILLINOIS. 

B^-HEALTH  IS  WEALTH.,^ 

J.  E.   HUNT, 

DEALER   IN 

DRUGS,    BOOKS, 

STATIONERY, 

Examination    Paper,  ^A/'all  Paper    and    a 

a  General  Assortment  of  Fancy 

Articles. 

PARTICULAR  ATTENTION  PAID  TO 

PRESCRIPTIONS. 

20  Main  Sreet,  Urbana,  Illinois. 


BOOKS,  STATIONERY  AND  MUSIC. 

Genera!  MeFcliaiiie.   Co-Operative  Trade  Center. 


ozx. 


3VE 


\A.X.C3ri:^^    XXj 


CHAMPAIGN  COUNTY 


rp^ssp 


R.  10  E.      „'-^R.  I*W. 
R.ll  E. 


Proposes  something  new  this  year— till' Co-operative  Sj'stem  of  Trade.  The  entire  net  profits 
to  be  owned  by  the  cash  custoiuerB  in  i)roportion  to  the  profits  accruin<;  from  patronage  of  each 
as  nearly  as  we  can  keep  the  run  of  it.  We  invite  attention  to  our  School  Supplies;  our  Art 
Materials,  Mathematical  lustruments,  Holiday  Goods,  Musical  Merchandise  and  Stationery ;  to 
our  Mill  Exchange  in  connection  with  the  only  complete  Roller  System  in  the  county,  to  our 
Hard  and  Soft  Coal  business,  and  other  extensive  lines  as  fast  as  co-operation  recommends  itself. 

It  has  succeeded  elsewhere,  and  will  succeed  here. 


FATHERS,  MOTHERS! 

And  Those  Who 

601]TElI]PIi^TE-:'  1I^^T^I11]01]Y, 

ARE  REQUESTED  TO  READ  THIS  CAREFULLY. 


We  will  enijeavor,  in  this  article,  to  explain  the  shortest  and  surest  road  to 
wealth.  It  is  rot  by  throwing  your  money  away  on  chewing  gum,  cimdy  and 
circs  tickets;  nor  by  paying  fabulous  prices  for  wearing  ;ipparel ;  but  by 
spending  your  hard  earned  Dollars  at  our  store,  where  you  can  get  more  and 
better  goods  for  your  money  than  at  any  other  store  in  tliis  part  of  the   state. 

Read  our  prices  and  when5'0u  come  to  Champaign,  call  and  test  the  truth- 
fulness of  our  as-eitions.     If  not  as  represented  pass  us  by. 

We  call  your  attention  to  our 

->  DRESS    GOODS    DEP'T.  ^ 

Colored  silk  at  45,  50,  00,  75  cents  and  $L00.  Summer  silk  at  25,  to  50  cts. 
Black  silk  at  50,  GO  and  75  cents.  Guinet  &  Co.,  Gros  Grain  silk  at  $1.00  will 
compare  with  other  silk  sold  elsewhere  at  .^1.25.  Black  Gros  Grain  silk  at 
Sl.25,  $1.50  S1.75  and  H2.00.  Mascotte  silk  at  Sl.50.  Dnip  de  Flor  silk  at 
$1.50,  $175  and  S2.00.  The  best  wearing  silk  in  the  market.  French  and 
English  dress  goods,  Persian  tricot  44  incUes  wide    dl  wool  at  50  ct-.  per  yard. 


CLOAKS. 


Diagonal  Beaver  Cloaks  at  $500  to  $10.00.      Plush   Cloaks  elegantly  lined 
and  trimmed  at  $20,  $25,  $30,  $35. 


CARPETS 


Tapestry  Brussels  at  50,  60,  75  and  85  cents.  Body  Brussels  at  95  cts.  $1.00 
and  $1.10.  Velvet  at  $1.00,  Body  Velvet  at  $1.20,  Wilton  Velvet  at  $1  40. 
Two  ply  all  wool  Ingrain  at  50,  55  and  60  cents.  The  best  quality  two  ply  all 
wool  extra  super  Ingrain  at  65  and  70  cents. 


BOOT  AND  SHOE  DEP'T. 

A  $30,000  stock  to  select  from;  50  cts' to  $1.00  per  pair  saved  on   every  pair 
bought  of  us.    Do  not  fail  to  see  our  boots  and  shoes  before  buying. 

F.  K.  Robeson  &  Bro., 

FARMERS'  STORE, 

1st  &  2d  Floors,  Nos.  47  &  49  Neil  St. 
CHAMPAIGN,  ILLINOIS. 


EXAMINATIONS. 


Tbe  examinations  this  year  will  be  nearly  as  last.  It  is  suggested  that  a 
preliminary  examination  be  held  the  third  Friday  of  September  by  the  teach- 
ers of  all  schools  who  begin  about  the  first  of  the  month.  It  should  not  be 
long  nor  diflicult,  but  simply  to  show  the  children  how  to  write  neat  papers. 
It  necessary  these   papers  should  be  copied  until  they  are  nearly  rerfect  in 


arrangement. 


The  regular  monthly  examinations  will  begin  on  the  third  Friday  of  Oc- 
tober. Miiny  directors  prepared  paper,  pens  and  ink  last  year.  We  sincerely 
hope  all  will  do  so  this  year.  The  annual  township  examination  will  begin 
January  18,  1886,  and  will  be  at  the  places  and  datos  given  below;  Cham- 
paign t.wcship,  Equity  S,  II.  January  18;  Hensley  township,  Mt.  Vernon, 
January  19;  Condit  township,  Prairie  College  No.  5,  January  20;  Newcomb, 
Lester  S.  H.  No.  1,  January  21 ;  Mahomet  township,  Mahomet,  January  22- 
Scott  township,  Seymour.  Jauary  25;  Colfax,  Union  Center,  January  26; 
Sadorus  township,  Sadorus,  January  27;  Pesotum  township,  Pesotum,  Jan- 
uary 28;  Tolono  township,  at  Fisher  school  house.  No.  5,  January  29;  Urbana 
township  No.  4,  February  1 ;  Philo  township,  Philo,  February  2;  Crittenden 
township.  Center  school  house,  February  3;  Raymond  township,  Fairview, 
February  4;  Sidney  township,  Sidney,  February  5;  South  Homer,  Mound 
Snip,  February  9;  North  Homer  at  No.  10  school  house,  February  10;  South 
Ogden,  at  Ogdeu,  February  11 ;  St.  Joseph  township,  at  St.  Joseph,  February 
12;  North  Ogden  at  Burr  Oak,  February  16;  East  Compromise,  Obenchain 
school  house,  No.  4,  February  17;  Kerr  township,  Kuder  school  house,  Febru- 
ary 18;  Stanton  township.  Center,  February  23;  West  Compromise  at  No.  8, 
school  house,  February  24 •  Rautoul  township.  Thrasher  school  house,  Feb- 
ruary 25 ;  Somer  township  at  the  Brick,  February  26;  Brown  township  at 
Center,  March  2;  East  Bend  township,  Houstonville  No.  4,  March  3;  Ludlow 
township,  at  Center,  March  4;  Harwood  township  at  Center,  March  5. 

Though  our  work  was  creditable  last  year,  we  hope  to  see  it  far  better  this 
year.  Special  pains  will  be  taken  to  do  neat,  careful  work.  It  is  hoped  that 
every  pupil  will  endeavor  to  do  the  very  best  he  can  on  examination  day. 

TlTe  superintendent  was  gratified  last  j'ear  to  find  so  many  teachers  who 
were  reviving  the  literary  exercises  in  their  schools.  The  good  work  should 
go  on.  Drill  should  be  given  in  school  once  a  week  during  the  term.  This 
will  prepare  our  pupil;*  for  the  literary  exercises  on  the  evening  of  examina- 
tion day.  In  order  to  arrange  for  these  meetings,  the  teachers  of  each  town- 
ship should  meet  at  the  place  where  the  examination  is  to  be  held  and  make 
all  necessary  preparations.  In  order  that  all  may  know  the  day,  December 
5th  is  set  as  a  suitable  day  for  the  teachers  of  all  townships  whose  examina- 
tions occur  in  January  to  meet  and  arrange  a  programme,  December  19,   will 


do  for  those  whose  examinations  occur  in   February  and   Marcli.      Let  the 
teacl)er  of  the  centr.-d  school  be  considered  tlie  temporary  president. 

Tlie  County  Teachers'  Association  will  meet  regularly  in  the  superin- 
tendent's office  at  9  a.  m.,  on  the  3d  Saturday  of  each  month,  beginning  in 
Soineniber.  Let  all  who  can,  attend  these  meetings.  The  worlv  done  will 
bear-  directly  upon  the  school  work.  The  State  Reading  Circle  will  also  re- 
ceive attention  here.  Final  county  examination  at  Supeiintendent's  office, 
March  19tb,  at  10  a.  m. 


LANGUAGE. 


In  addition  to  the  work  given  in  the  body  of  the  Manual,  do  not  forget  to 
advance  tlie  pupils  in  "How  to  Talk." 

Tlie  work  is  marked  out  for  a  two  years  course.  If  your  class  took  the 
first  half  of  the  book  last  year,  thf-y  can  take  the  second  year's  work  this  year. 
Ilemember  the  object  of  the  book  is  not  to  teach  grammar,  but  correct  spoken 
and  written  speech.  Do  not  neglect  the  composition  work.  Do  not  confine 
your  compositions  to  one  style.  Some  pupils  know  nothing  but  description, 
and  that  in  its  slm|)lest  form.  Be  sure  if  you  run  a  machine  the  manufac- 
tured articles  will  show  a  wonderful  likeness.  Study  variety.  Do  not  be  sat- 
isfied until  jour  pupils  can  write  whole  pages  of  good  English,  using  capitals, 
punctuation  marks,  and  irregular  forms,  correctly.  The  ability  to  talk  and 
to  write  is  the  object  to  be  kept  in  view. 

The  work  for  the  first  year  has  been  arranged  as  follows; 

For  October -To  page  26. 

For  November— Page  26  to  page  46,  and  reviews. 

For  December— To  lesson  24,  page  63,  with  a  review  of  all  previous  work. 

For  January — To  lesson  36,  page  80.  For  an  examination  essay,  study 
composition  33,  page  76. 

For  February -To  composition  29,  page  96.  Study  composition  30,  page 
98,  as  examination  essay. 

For  March — Review  all  ground  passed  over. 

For  April— To  composition  35,  page  108.  For  examinati(m  study  compo- 
sition 32,  page  101. 

For  May — To  page  117.     For  examination  essay  study  composition  38. 

FOR  SECOND   YEAR  : 

For  October— To  page  131,  lesson  53. 
For  November— To  page  147,  lesson  62. 
For  December— To  page  164,  lesson  68. 

For  .January — To  page  178,  lesson  75. 

For  Februaiy- To  page  190,  lesson  76,  and  review  pi'evious  work  of  the 
year. 

For  March— To  page  208. 


For  April  and  May — Review  those  portions  of  the  book  in  which  your 
pupils  s  em  deficient.  Do  thorough,  careful  work.  Have  some  compositions 
copied  and  preserved  each  month.  The  superintendent  will  be  glad  to  in- 
spect them. 

The  following  is  given  by  Henry  D.  Hatch,  of  Moline,  Hlinois,  as  a  good 
method  for  oral  and  written  composition : 

Oral. — (1)  Encourage  pupils  to  give  several  subjects  as  a  title  for  the 
picture,  and  then  let  them  choose  the  best,  giving  reasons.  (2)  Lead  the 
imagination  of  the  pupils  to  supply  the  occurrences  preceding  w  hat  is  shown 
in  the  picture.  (3)  Have  them  relate  wliat  is  taking  place  in  the  picture :  (a) 
who  the  actors  are ;  (6)  what  they  are  doing ;  (c)  what  they  are  saying,  etc.,  etc. 
(4)  Have  pupils  relate  what  may  happen  after  this.  After  the  above  has 
been  given  orally,  first  in  parts  and  afterwards  in  connected  narration,  and 
the  teacher  has  placed  upon  the  board  an  outline  developed  by  pupils. 

If.  Written. — Have  pupils  write  what  they  have  given  orjdly.  The 
superintendent  would  add  to  the  above. 

III.  Examination. — Written  composition,  correcting  spelling,  punctua- 
tion, capitals,  structure  of  sentences,  arrangement  of  sentences,  etc.,  etc.,  in 
red  ink.    Then  ask  pupils  to  copy  in  good  shape  for  preservation. 

Toothing  is  so  injurious  as  the  careless  slovenly  work  so  common  in  teach- 
ing language.    Shall  we  not  see  good  work  this  year  ? 


Our  Country  and  Village  Schools 


DEVOTED  TO  THE  INTEREST  OF 

^OMMON     ftcHOOLS. 


THE  ONLY  COUNTRY  SCHOOL  PAPER  PUBLISHED. 


ONE    DOLLAR  PER  YEAR. 


We  publish  Trainei''s  new  Book, 

1  low  to  Grade  and  leacli  a  Country  School, 


Orders  taken  for  Trainer's 

How  to  Study  and  Teach  U.   S.   History. 

3E=»r±oe,    $1.0  3. 


Queer   Queries    2B  ets.     Curious  Cobwebs 

20  cents. 


Buro^ess,  Trainer  &  Company. 


DECATUR,  ILLINOIS. 


DEAR     TEACHERS    ANO    P-UPILS. 

♦^VVe  *  Help  *  You,*  VV^ll  *  You  *  Help  *  (Js?--^ 

THE     CHAMPAIGN      COUNTY 


s  more  school,  cliurch,  Sniulay  school,  lociil  anrl  L't'iipriil  n^ws  thnn  mii\ 

in  the  cornitv. 


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The  polflical  editor  and  propriotur.  will  conduct  its  editorial  coliiinne  in  the  usual  vigorous 
yet  impartial  manner.  You  can  IhII  by  his  heni.'n  conntfnance,  in  above  portrait,  that  he  is 
a  philanthropiat  and  is  Ipngiuii  to  do  good  tf)  his  fellow  man. 


.^.  (%.   JA.^^ 


Th<  local  editor  has  no  equal  in  Central  Illinois.      He  never  l^ts  an  item  of  news  wet  away 
He  does  justice  to  everv  enterprise  and  every  portion  of  tlie  county.      He  reaches  tor  news 
after  tlie  manner  of  a  politician  for  a  fat  ofllce:  hut  he  always  gets  it. 

It  has  more  correspondence  than  any  other  jiaper. 

It  has  a  special  expert  court  reporter.     Xo  other  paper  has  one. 

U  is  not  rohaahed  from  the  columns  of  a  daily,  from  matter  published  expr'^ssly  for  city 
readers,  nor  is  it  padded  with  plates  from  the  siine  source:  but  every  line  is  prepared  with 
careful  scrutiny  for  the  especial  benefit  of  our  larae  country  circulation 

In  ife 'Topics  of  the  Times,"  prepared  by  a  skilled  newsKatliernr.  it  sifts  out  the  chaff 
and  v'ives  you  t  he  kernel  of  everv  item  of  news  in  the  world  of  any  interest  to  the  general  reader. 

Viepuljlican  in  politics,  yet  fair  to  its  opponents,  it  commands  the  respect  of  all  parties. 
It  will  exp>so  fraud  in  its  own  pariy  as  readily  as  in  any  other. 

Speaks  to  the  400  teachers  and  14,000  pupils  of  the  county  every  week  in  this  great  depsurtment 

We  have  arranced  for  the  eicclusive  ri'_'ht  to  furni-h  Webster's  Great  Illustrated  Diction- 
ary to  Subscribers  at  only  Fifty  Cents.  ^\"e  sell  it  at  $1.00  to  Non-Subscribers. 
The  county  superinteridt:nt  says,  •'!  would  he  delighted  to  see  one  in  the  hands  of  o\ory 
teacher  and  i)upil  in  tlie  county;  it  is  the  best  one  yet  published  for  students  and  woulc^be  of 
great  henelit  if  used  constantly."  "  I 

Siib-crilje  now,  uliile  \on  cun  jxet  tlip  (licthmnry  .-ni'l  tin'  Kf.'jt  loonl  pnper 
in  the  county.     AcUlre.ss  or  Ciill  upon 
*1?XZ£3    Xa:Jb:Jb-L.r^SLXjX3,     -    -    -    XJrloaaia,  XXlixioxis. 


Pressboard 

Pamphlet 

Binder 

Gaylord  Bros.,  Inc. 

Makers 
Syracuse,  N.  Y. 


^ 


UNIVERSITY  OF  ILLINOIS-URBANA 

375C35M1885  C001 

MANUAL  AND  GUIDE  FOR  COMMON  SCHOOLS.  FOR 


0112  025305555 


